Bhagya

West Bengal Board Class 10 Life Science Book Solution in English WBBSE

by

WBBSE Class 10 Life Science Question Answer West Bengal Board

WBBSE Class 10 Life Science Book Solutions West Bengal Board in English Medium

Chapter 1 Control and Coordination Living Organisms

Chapter 2 Continuity of Life

Chapter 3 Heredity and Some Common Genetic Diseases

Chapter 4 Evolution and Adaptation

Chapter 5 Environment, Its Resources and Their Conservation

WBBSE Class 10 Life Science Book Solutions West Bengal Board in Hindi Medium

WBBSE Class 10 Life Science Syllabus West Bengal Board 2024

Chapter 1 Control and Co-ordination in Living Organisms

Chapter 1A Sensitivity and Response in Plants:
Discussions should include the following along with relevant diagrams: Living organisms exist in changing environments. Some changes are favourable and advantageous, while others are unfavourable or harmful. Sensitivity is the ability of organisms to detect change and respond to it. Changes that are detected and lead to responses are termed stimuli. Stimulus is a kind of energy. All living organisms respond to stimuli of one kind or another. Many stimuli arise externally from an organism, but others from an organism’s internal environment. As most plants are anchored organ¬isms, plant responses are less evident than those of animals. Rapid movements by plants are extremely rare. Generally, plant responses are slow growth movements or turgor movements. Explain plant sensitivity and response citing movements in mimosa and Desmodium. Brief mention of the contribution of Acharya Jagdish Chandra Bose in discovering the sensitivity of plants. Brief mention of plant movement as a response to stimuli. Types of plant movement: Tactic, Phototactic, Tropic: Phototropic, Hydrotropic, Geotropic, Nastic: Photonastic, Thermonastic, Seismonastic, Chemonastic (Brief mention of the stimuli and response in each case and one or two examples of each with relevant diagrams.) Comparison between Tactic, Tropic, and Nastic movements in Tabular form.

Chapter 1B Response and Chemical Co-ordination in Plants – Hormones:
A brief discussion on plant hormones as substances responsible for sensitivity and response in plants. Also mention hormones as plant growth substances mentioning the phenomena of apical and lateral growth, flowering, bud break, germination of seeds, and tropic movement in plants. Brief mention of the source, mode of transport, functioning, and fate of hormones in plants. Brief mention of the origin, chemical constituent (mention C, H, O, N only), and the role (as mentioned below) of Auxin, Gibberellin, and Cytokinin in plants with relevant diagrams. Auxin: Promotes apical dominance and inhibits lateral bud growth, cell division and cell enlargement, root growth at very low concentrations, fruit growth, and control of tropic movement. Gibberellin: Breks seed and bud dormancy, elongation of internodes, fruit growth. Cytokinin: Promotes cell division, and lateral bud growth, delays leaf senescence. Chemical names of synthetic hormones are not to be mentioned. The terms synthetic auxin and synthetic gibberellin can be used. Mention the role of synthetic hormones – rooting of cutting, dealy of pre-harvest fruit crop, artificial auxin as herbicide, developing parthenocarpic fruits.

Chapter 1C Response and Chemical Co-ordination in Animals – Hormones:
Briefly mention the erection of body hair, maintaining a constant level of glucose in the blood, combating stress, maintaining blood pressure, controlling BMR, control growth and secretion of reproductive glands in animals. Briefly mention the need for regulatory chemical molecules namely hormones for controlling these functions. Explain the source (endocrine glands), chemical nature, mode of transport, functioning, and fate of hormones; Explain the role of the hormone as messenger and regulator (feedback control with an example – TSH and Thyroxine). Mention the differences between plant hormones and animal hormones (in tabular form). Hypothalamus: Controls hormonal secretions of the anterior pituitary gland & produces the hormones of the posterior pituitary gland (ADH and Oxytocin). They remain stored in the posterior pituitary gland and released later on. Pituitary: ACTH, GH, TSH, GTH (FSH, LH, ICSH, LTH/Prolactin), ADH, Thyroid: Thyroxine, Adrenal: Adrenalin, Nor- adrenalin, Endocrine Pancreas: Insulin, Glucagon, Gonads: Testes – Testosterone, Ovary – Oestrogen, Progesterone. The name of endocrine glands, their location, the hormones secreted, and their role in the human body are to be mentioned. Causes and symptoms of the following hormonal disorders are to be mentioned separately – dwarfism, diabetes insipidus, goiter, and diabetes mellitus. A diagram of the human body is to be provided to show the location of the endocrine glands mentioned above. Mention the difference between endocrine and exocrine glands based on the following features (in tabular form): (i) Presence or absence of ducts, (ii) Place of action, (iii) Product secreted.

Chapter 1D Response and Physical Coordination in Animals – Nervous System:
Explaination in brief about neural control and coordination with examples from daily life, setting the stage for introducing neurons, nerves, and the nervous system. One example may be running: leg muscles need extra supplies of glucose and oxygen – Lungs breathe faster and deeper and the heart pumps rapidly to supply oxygen and glucose to the muscles quickly – the brain detects changes in oxygen and carbon dioxide content of the blood and sends nerve impulses to the diaphragm, intercostal muscles, and heart. The coordination of different systems is thus brought by the nervous system. Discussions should include the following along with relevant diagrams: Irritability or sensitivity is a characteristic feature of all living organisms. It refers to their ability to respond to a stimulus. The stimulus is received by a receptor. It is transmitted by means of nerves. Finally, an effector (muscle and gland) brings about a response. Between the receptors and effectors are the conducting cells of the nervous system, termed neurons. These are the basic structural and functional units of the nervous system. They are spread throughout the organism forming a complex communication network. Some common examples may be given to illustrate the pathway: Stimuli – Receptor – Nervecentre – Effector – Response (e.g. opening the door at the sound of a knock on the door/ doorbell). Mention the difference between the mode of action of hormones and the nervous system. Explain the structure and function of different parts of neurons (in tabular form with diagrams); Mention the neuroglia as supporting cells of the nervous system. A brief explanation of types of neurons – Sensory, Motor, Adustor/lntemeurone. A brief explanation of the inter-relationship between neurons, nerve fibers, and nerves (with diagram). Brief mention of Afferent, Efferent, and Mixed nerves with one or two examples of each. Brief mention of the formation of ganglia from the cell bodies of neurons and functions of ganglia. A brief explanation of location and function (Mention the role of neurotransmitter in the transmission of nerve impulse. Detailed mechanism of transmission of nerve impulse across the synapse not to be mentioned.) Central nervous system: Brain and spinal cord. Peripheral nervous system: Cranial and spinal nerves. Autonomic nervous system: Sympathetic and Parasympathetic (In dendrogram format – Mention the types of nervous system along with the main parts of the brain and their regions). Cerebral cortex, Thalamus, Hypothalamus, Mid-brain, Pons, Cerebellum, Medulla oblongata, Spinal cord (only location and one or two functions in brief in tabular form with diagram showing their locations). Brief mention of the location and function of Meninges and CSF. A brief explanation of reflex action with examples; Types – Inborn and acquired (with examples); Components of Reflex Arc with diagram (Receptor, Sensory neuron, Nerve Centre, Motor Neurone, Effector); Importance of different reflexes in everyday life – (i) Blinking eye (ii) Coughing (iii) Sneezing Eye (Outline structure and function in tabular form with a diagram showing different parts). Brief mention of binocular vision in humans and how it differs from monocular vision.

Chapter 1E Locomotion as a Type of Response in Animals:
Discussions should include the following along with relevant diagrams (for near and distant vision). Example from one daily life situation (Role of accommodation in case of pedestrians and vehicle drivers to avoid road accidents by taking note of obstacles, traffic signals, and road directions). The curvature of the lens can be modified to some extent by the ciliary muscles. The change in curvature of the lens can thus change its focal length. Accomodation is the ability of the eye lens to adjust its focal length. The eye adjusts the shape of the lens to keep objects in focus. Looking at distant objects: Ciliary muscles relaxed – Lens becomes thin – focal length of the lens increases. Looking at objects closer to the eye: Ciliary muscles contract – increasing curvature of the eye lens – Lens becomes thick – focal length of the lens decreases. Brief mention of the loss of power accommodation and in this context mention myopia, hyperopia, presbyopia, and their corrective measures (lenses used for correction) with diagrams. Cataract Brief explanation and corrective measure.

Chapter 2 Continuity of Life

Chapter 2A Cell Division and Cell Cycle:
Discussions should include the following along with relevant diagrams of DNA double helix (ribbon diagram), chromatin reticula, and chromosomes. Inside the nucleus of a cell, Fine reticulum-like structures are woven like threads around each other structures are DNA. DNA is a large biomolecule. The DNA remains in folded or partly open condition inside the nucleus, which is then termed as Chromatin Reticulum. In the folded condition, the DNA is wound tightly around proteins. This folded structure of DNA is termed a Chromosome. Chromatin reticula and chromosomes are actually different folding states of DNA molecules. Specific parts of the DNA carry the code for producing specific proteins which ultimately lead to the expression of different characters in an organism. Each of these parts of DNA is termed a Gene. Autosome and Sex Chromosome – Brief explanation with reference to humans. Mention the number of chromosomes in body cells and gametes in humans and briefly explain haploid and diploid states with reference to humans. Briefly explain the following in tabular form with diagrams Chromatid, Primary constriction or Centromere, Secondary constriction, oatelite, Telomere. Briefly mention DNA, RNA, and Proteins (Mention Purine and pyrimidine, 5C-Sugar, Phosphoric Acid, Histone, and non-histone proteins) – Structure and formula not to be included. Brief mention of euchromatin and heterochromatin. Brief discussion on the role of following cell organelles in cell division. Structural details not be mentioned, (i) Nucleus – it is the seat of the chromosomes that are to be divided, (ii) Cen- trosome and microtubule – Formation of spindle fibre, (iii) Ribosome – Helps in protein synthesis, (iv) Mitochondria – Supply energy required for cell division. Brief explanation of cell division and its significance (Growth, Reproduction, Repair). Amitosis, Mitosis, and Meiosis -Brief explanation mentioning the site of occurrence of each type with diagrams. Brief mention of the events (G,, S, G2, M) of the cell cycle with diagram and significance of the cell cycle (Mention that the loss of control at different points in the cell cycle results in uncontrolled cell division leading to formatting of tumor sometimes may becomes malignant and may result in cancer). Brief explanation with diagrams of different stages of Mitosis in plant and animal cells (Karyokinesis & its stages and Cytokinesis). Mention the difference between plant and animal mitosis based on the following features: (i) Formation of spindle fiber; (ii) Process of cytokinesis; Mention the significance of mitosis-growth, cell replacement & repair (eg. skin), regeneration (eg. legs in crustacean and arms in starfish), reproduction. Brief introduction of homologous chromosomes, sister and non-sister chromatid. A brief explanation of the following features of meiosis with the help of relevant diagrams: Separation of homologous chromosomes in Meiosis I as opposed to the separation of chromatids in Mitosis; separation of chromatids in Meiosis II (just like Mitosis); Reduction in chromosome number; Crossing over (exchange or segments between non-sister chromatids of homologous chromosomes). (The stages of meiosis are not mentioned.) The significance of meiosis is to be mentioned (maintenance of constant chromosome number of a species, producing variation in organisms, formation of gametes, alternation of generation). The basic differences between mitosis and meiosis are to be mentioned in tabular form based on the following features – (i) site of occurence; (ii) nature of division of chromosomes (equational as opposed to reductional); (iii) number of cells produced.

Chapter 2B Reproduction:
Discussions should include the following along with relevant examples: Reproduction is the production of a new generation of individuals of the same species. It is one of the fundamental characteristics of living organisms. Reproduction is not necessary to maintain the life of an individual organism, unlike essential life processes like nutrition, respiration, or exertion. But reproduction is essential for the continuation of species. A brief explanation of the modes of reproduction with one or two examples of each – Asexual and sexual. Difference between asexual and sexual reproduction based on the following features: (i) Number of parents; (ii) Production of gametes; (iii) Dependence on mitosis or meiosis; (iv) Nature of offspring. Only the types are to be mentioned with examples and diagrams in tabular form. Detailed process not to be mentioned. Fission (Amoeba and Plasmodium), budding (Yeast and Hydra), fragmentation (Spirogyra), spore formation (Bryophyta, Pteridophyta, Fungi), and regeneration (Planaria). A brief explanation of vegetative propagation with diagrams and one example of each type. Detailed process not to be mentioned. Types of vegetative propagation (brief explanation with one example of each): Natural – Root: Fleshy root (Sweet potato); Stem; Offset (Water hyacinth); Leaf: Adventitious bud (Bryophyllum). Artificial – Cutting, Grafting, and Micropropagation. Discussion on micropropagation should include only the following: ‘Micro’ refers to the small size of the material used, usually isolated cells or small pieces of tissue. The material is grown in special culture solutions (with added nutrients and plant hormones, particularly auxins and cytokinins), so the process is also known as tissue culture. Basically, it is the propagation of plants by tissue culture. This process ensures rapid propagation of desired varieties of plants. Brief explanation with a schematic diagram of alternation of generation with one example from germ. Discussions should include the following with relevant diagrams: (i) Different parts of a flower – sepals, petals, stamens, and carpels; (ii) Stamens and carpels – the reproductive parts of a flower containing germ cells; (iii) Stamen – male reproductive part; produces pollen grains of yellowish colour; (iv) Carpel – female reproductive part; consists of stigma, style, and ovary; ovary contains ovules and each ovule has an egg cell. A brief explanation of pollination and its types (self and cross-pollination) with examples and diagrams. Merits and demerits of self and cross-pollination in tabular form are to be mentioned based on the following – (i) the necessity of agents and (ii) the emergence of new characters in the offspring. A brief explanation of agents of pollination with one common example of each in tabular form – air (paddy), water (hydrilla), insect (mango), and bird (shimul). Discussions should include the following with relevant diagrams: Pollen grains transferred from the stamen to the stigma – male germ cells produced by pollen grain fuses with female gamete present in ovule – fusion of germ cells (fertilization) – zygote – divides several times to form embryo within the ovule – ovule gradually converts into seed and the ovary grows and ripens to form a fruit – seed contains future plant or embryo which develops into a seeding under appropriate conditions (Double fertilization and development of endosperm not to be mentioned). Discussions should include the following with relevant diagrams: Growth is a fundamental characteristic of all living organisms. The growth of an organism consists of a permanent and more or less irreversible increase in size and shape, commonly accompanied by an increase in solid matter, dry mass, and amount of cytoplasm. It is basically an irreversible increase in dry mass of living material. The development could be described as an increase in complexity. Starting with an individual cell, the growth of a multicellular organism can be divided into three phases – (i) Cell division – an increase in cell number as a result of mitosis and cell division; (ii) Cell enlargement – and irreversible increase in cell size as a result of uptake of water or the synthesis of living material; (iii) Cell differentiation – the specialization of cells; in its broad sense, the growth also includes this phase of cell development. Briefly mention the five phases of human development namely infancy, childhood, adolescence, adulthood, and senescence or late adulthood.

Chapter 3 Heredity and Common Genetic Disease

Chapter 3A Heredity:
Discussions should include the following with relevant examples: Members of a family share many similarities in appearance, such as height, eye color, and hair colour. People may also note that there are differences in the manner in which characteristics are inherited by offspring. Offsprings do not look exactly like their parents. An Austrian monk, Gregor Johann Mendel performed a series of simple experiments and discovered how heredity worked. Heredity is the transmission of characteristics or traits from one generation to another through reproduction. Sometimes alteration may occur in chromosome structure or number or there may be an alteration in a gene due to a change in DNA composition. This phenomenon is termed mutation. This permanent change in chromosome or DNA may result in a difference in the expression of characters, termed variation. A brief explanation of variation with suitable examples from human-free and attached ear lobe, roller, and normal tongue. Explain key terms associated with heredity with proper examples – (i) Characteristics or traits, (ii) Allele, (iii) Locus, (iv) Unit of inheritance (Factor/Gene), (v) Monohybrid and dihybrid Cross, (vi) Homozygous and heterozygous organisms, (vii) Hybridization, (viii) Pure and hybrid, (ix) Parental generation, (x) Filial generations (F,, F ), (xi) Dominant and recessive characteristics, (xii) Phenotype and genotype (Explain through sample cross). Mendel’s work on the pea plant is to be mentioned. Explanation of cross-pollination as practiced by Mendel (eg. removing another from a flower of a plant and transferring pollen grains from a flower of another plant to that flower with the help of a brush) with the help of proper diagrams. Reasons behind Mendel’s success to be mentioned. The seven pairs of contrasting characters as chosen by Mendel to be mentioned in tabular form with diagrams. Explanation of Mendel’s experiments on Heredity (Monohybrid and Dihybrid Cross) with examples from Pea plant and Guineapig using checkerboard. Explaining deduction of Mendel’s Laws (Law of Segregation and Law of Independent Assortment) with reference to pea plant and guineapig. A brief explanation of incomplete dominance using the four O’Clock (Mirabilis jalapa) flower as an example. A brief explanation of the Process of sex determination in man with special emphasis on the role of the father in determining the sex of the offspring.

Chapter 3B Some Common Genetic Diseases in Population:
Symptoms and causes (autosome/sex chromosome) of thalassemia, hemophilia, and colour blindness are to be mentioned briefly. Discussions should include the following, Thalassemia is a type of genetic disorder where haemoglobin is produced in decreased amounts. The decreased amount of haemoglobin in the blood causes anemia, which reduces the oxygen-carrying capacity of the blood. It also results in iron overload, either from the disease itself or from frequent blood transfusions. Iron overload may cause damage to the heart, liver, and endocrine system. The damage is characterized by excessive deposits of iron. Mention the role of genetic counseling in preventing thalassemia before marriage in families that carry the thalassemia trait.

Chapter 4 Evolution and Adaptation

Chapter 4A Evolution:
Discussions should include the following with relevant examples. The word evolution means change of life forms over a period of time. It is the central most important idea in biology that complex living organisms evolved from relatively simple ones. Evolution is the cause of biodiversity on earth. Brief outline of the chemical origin of life mentioning Miller and Urey’s experiment. Following evolutionary events to be mentioned with the help of schematic diagram (Not to be elaborated and time frame not to be mentioned): Formation of earth – origin of life – the origin of unicellular life – photosynthetic bacteria begin to release oxygen into the atmosphere – origin of multicellular organisms – fish-like vertebrates evolve land plants evolve, drastically changing earth’s landscape and creating new habitats – four-limbed vertebrates move on to the land. Lamerckism and Darwinism as put forward by Lamarck and Darwin respectively, to be explained with examples. Brief explanation of the evidence of evolution with examples and diagrams: Paleontological: Fossil history of Horse – increase in size, lengthening of limbs and feet, reduction of lateral digits, increase in length and thickness of the third digit; Comparative anatomy (examples to be mentioned): (i) Analogous and Homologous structures – convergent and divergent evolution to be mentioned; (ii) Vestigial organs; (iii) Structure of vertebrate heart (Fish, am-phibia, reptile, bird and mammal). Comparative embryology – At comparable stages of development, the vertebrate embryos all possess the following- external branchial grooves (visceral clefts) in the pharyngeal region and a series of internal paired gill pouches, segmental myotomes (muscle blocks) evident in the rail-like structure.

Chapter 4B Survival Strategies:
Adaptation: Discussions should include the following; A behaviour is an action carried out by an organism under the control of the nervous system in response to environmental cues or to the actions performed by an organism. A cue may be an odor, sound, or visual! signal. Put more simply, behaviour is what an animal does. Behavior allows animals to survive and reproduce and is, thus, critical to the evolutionary process. Adaptation is a modification in the form, physiological functioning or behavior of an organism over generations in response to environmental change in order to survive and reproduce in a particular environment. Adaptive character or adaptation evolves in a population of organisms by the process of natural selection. Brief mention of following adaptive features: (i) Morphological – Cactus (Conversion of leaf into spine or reduction in the number of Leaf); swim bladder of fish and air sac of bird; (ii) Physiological – Mechanism of salt adaptation in Sundri; Camel’s ability to withstand extreme water loss and the shape of RBC in Camel, (iii) Behavioural (Mention the following survival strategies with diagrams. Not to be elaborated further): Problem-solving in Chimpanzees: Chimpanzees pull leaves of a tree branch and then stick the branch into the entrance of a termite nest to “fish” for food. They also crack open nuts using pieces of wood in a “hammer and anvil” technique. They are even observed to eat the leaves of medicinal plants when infected with certain parasites. Communication in Honeybees: Honeybees go out to locate food sources. A honeybee returns to the hive after successfully locating a source of food, she performs the set of maneuvers on a honeycomb that resembles a figure 8 while waggling her abdomen. Based on the way she is dancing and the duration of her dance, other bees are able to leave the hive and quickly locate the food source.

Chapter 5 Environment, Its Resources and Their Conservation

Chapter 5A Nitrogen Cycle:
Discussions should include the following with relevant diagrams: Stages of the nitrogen cycle: (i) Nitrogen Fixation: Atmospheric, biological, and industrial (ii) Ammonification(iii) Nitrification (iv) Denitrification. Discussion should include the following: Human activities such as the use of fertilizers greatly increase the amount of nitrogen that is cycling between the living world and the soil, water, and atmosphere. This may result in Increased global concentrations of nitrous oxide (N2O), a potent greenhouse gas, in the atmosphere as well as increased regional concentrations of other oxides of nitrogen (including nitric oxide, NO) that may cause air pollution; Substantial acidification of soils and of the waters of streams and lakes in several regions.

Chapter 5B Environmental Pollution:
Discussions should include the following with relevant examples: Pollution is an undesirable change in the physico-chemical and biological characteristics of the biosphere that has adverse effects on living organisms and the environment. Mention the causes and effects of Air, Water, Soil, and Noise pollution in tabular form: Air pollution – Cause: Greenhouse gases, SPM Effect: Acid rain and its consequences, Lung disease; Water pollution – Cause: Agricultural runoff, pathogenic organisms; Effect: Disease (cholera, typhoid, etc.), Eutrophication; Soil pollution – Cause: Pathogenic organisms, Chemicals (fertilizers, pesticides, herbicides, etc.); Effect: Effect on human (through direct contact with soil or via inhalation of soil contaminats), Biological magnification; Noise pollution – Cause: Vehicle, Industry; Effect: Effect on human (ear and heart), effect on animals.

Chapter 5C Environment and Human Population:
Problems to be mentioned: over-exploitation and depletion of natural resources, deforestation and loss of ecosystems, shrinking of agricultural land, shortage of fresh water, air and water pollution, changes in atmospheric condition and global warming, destruction of wetland and its consequences, scarcity of food. Discussions should include a brief explanation of the environmental causes behind Lung diseases and cancer. Lung diseases; Asthma – a condition in which breathing is difficult; environmental triggers for asthma include naturally occurring triggers such as animal dander, plant pollen, dust & mold and manmade triggers such as chemicals. Bronchitis – inflammation of the airways of the lungs, can be caused by breathing in of certain chemicals or smoke; welders, firefighters, and smokers are some of the people at risk. Cancer: Cancers have been linked to environmental toxins (poisons). Pesticides, herbicides, and radioactive substances have the potential to cause cancer. Smokers are at increased risk for developing lung cancer. Tobacco chewers are at increased risk of developing oral cancer.

Chapter 5D Biodiversity and Conservation:
Explanation of biodiversity and its importance (with relevant diagrams and pictures) namely in producing food, drugs & medicines, maintenance of ecological balance, climate control, economic importance (construction of the house and household furniture, production of paper, gum, resin, wax, leather, silk, wool, pearl etc.), influence on art and literature. Discussions should include the following: Four of the 34 globally identified biodiversity hotspots are in India. These hotspots are the Eastern Himalayas, Indo-Burma, Western Ghats, and Srilanka, Sundaland. The reasons behind the loss of biodiversity to be mentioned (with relevant examples pictures and diagrams) – the destruction of habitat due to changes in land use patterns, hunting and poaching, global warming and climate change, pollution, over-exploitation, natural calamities, the introduction of exotic species. The following factors are to be mentioned: Destruction of mangroves due to urbanization, agriculture, freshwater crisis, destruction of habitat, pollution, disbalance in prey-predator number, and submergence of islands due to rising sea level. Brief explanation of the terms – in-situ and ex-situ conservation, in-situ Conservation – National park, sanctuary, Reserve Forest, and Biosphere Reserve. [One or two characteristics with two examples of each type (one from West Bengal and one from the rest of India) in tabular form] ex-situ Conservation – Zoological Garden, Botanical Garden, and Cryopreservation. (Mention two characteristics with relevant examples for each). Discussions should include the following: Joint Forest Management (JFM): It was instituted by the Government of India. The pioneer project started in West Bengal in 1971 for the restoration and management of degraded Sal forests by the local inhabitants of the Arabari forest in the district of West Midnapore in West Bengal. It was initiated to meet the demands of the people and save forests from destruction. It involves the participation of common people in the protection and management of forests. People’s Biodiversity Register (PBR): It is a documented register prepared with the involvement of local people containing comprehensive information on the availability and knowledge of the local biological resource, their use, and the traditional folklore knowledge associated with them. Mention briefly with pictures of the conservation efforts of Tigers, Rhinoceros, Lions, Crocodile and Red Panda in India. Mention the name and place of one of the projects undertaken for each of their conservation.

First Summative Evaluation: 40
Month of Evaluation: April
Internal Formative Evaluation: 10

  • Chapter 1 Control and Coordination in living organisms
  • Chapter 2 Continuity of Life
    • Chapter 2A Cell Division and Cell Cycle

Second Summative Evaluation: 40
Month of Evaluation: August
Internal Formative Evaluation: 10

  • Chapter 2 Continuity of Life
    • Chapter 2B Reproduction
    • Chapter 2C Sexual Reproduction in Flowering Plants
    • Chapter 2D Growth and Development
  • Chapter 3 Heredity and Some Common Genetic Diseases
  • Chapter 4 Evolution and Adaptation

Third Summative Evaluation: 90
Month of Evaluation: December
Internal Formative Evaluation: 10

  • Chapter 5 Environment, Its Resources and Their Conservation

Note: Along with this theme, 4 themes from the first and second summative evaluations are to be included.

WBBSE Class 10 Life Science Blueprint for 1st Summative Evaluation (Total Marks – 40)

Theme Group A Group B Group C Group D Total Marks Total Questions
MCQ
1 Mark		 VSAQ
1 Mark		 SAQ
2 Marks		 LAQ
5 Marks
Chapter 1 1 × 5 = 5 1 × 5 = 5 2 × 3 = 6 5 × 2 = 10 26 15
Chapter 2A 1 × 3 = 3 1 × 4 = 4 2 × 1 = 2 5 × 1 = 5 14 9
Total 8 9 8 15 40 24

Group A – MCQ: All questions are compulsory. There will be no alternative for MCQ.
Group B – VSA: Out of 11 questions, 9 questions are to be attempted. One (1) extra question is to be set from each theme. VSA questions may be of four types – answer in one word or in one sentence, fill in the blanks, true/false, and match column A with column B. In column matching two points are to be kept in mind – (i) For each correct matching one (1) mark is allotted, (ii) There should be at least one (1) extra option in Column B.
Group C – SA: Out of 6 questions, 4 questions are to be attempted. One (1) extra question is to be set from each theme.
Group D – LA: 3 questions are to be attempted. Alternative question from the same theme is to be set for each question. 5 marks can be given as a whole or can be divided into 3 + 2 or 2 + 3.

WBBSE Class 10 Life Science Blueprint for 2nd Summative Evaluation (Total Marks – 40)

Theme Group A Group B Group C Group D Total Marks Total Questions
MCQ
1 Mark		 VSAQ
1 Mark		 SAQ
2 Marks		 LAQ
5 Marks
Chapter 2B,2C,2D 1 × 3 = 3 1 × 2 = 2 2 × 1 = 2 5 × 1 = 5 12 7
Chapter 3 1 × 3 = 3 1 × 2 = 2 2 × 2 = 4 5 × 1 = 5 14 8
Chapter 4 1 × 3 = 3 1 × 2 = 2 2 × 2 = 4 5 × 1 = 5 14 8
Total 9 6 10 15 40 23

Group A – MCQ: All questions are compulsory. There will be no alternative for MCQ.
Group B – VSA: Out of 9 questions, 6 questions are to be attempted. One (1) extra question is to be set from each theme. VSA questions may be of four types – answer in one word or in one sentence, fill in the blanks, true/false, and match column A with column B. In column matching two points are to be kept in mind – (i) For each correct matching one (1) mark is allotted, (ii) There should be at least one (1) extra option in Column B.
Group C – SA: Out of 8 questions, 5 questions are to be attempted. One (1) extra question is to be set from each theme.
Group D – LA: 3 questions are to be attempted. Alternative question from the same theme is to be set for each question. 5 marks can be given as a whole or can be divided into 3 + 2 or 2 + 3.

WBBSE Class 10 Life Science Blueprint for 3rd Summative Evaluation (Total Marks – 90)

Theme Group A Group B Group C Group D Total Marks Total Questions
MCQ
1 Mark		 VSAQ
1 Mark		 SAQ
2 Marks		 LAQ
5 Marks
Chapter 1 1 × 3 = 3 1 × 5 = 5 2 × 3 = 6 5 × 1 = 5 19 12
Chapter 2 1 × 3 = 3 1 × 5 = 5 2 × 2 = 4 5 × 1 = 5 17 11
Chapter 3 1 × 3 = 3 1 × 3 = 3 2 × 2 = 4 5 × 1 = 5 15 9
Chapter 4 1 × 3 = 3 1 × 3 = 3 2 × 2 = 4 5 × 1 = 5 15 9
Chapter 5 1 × 3 = 3 1 × 5 = 5 2 × 3 = 6 5 × 2 = 10 24 13
Total 15 21 24 30 90 54

Group A – MCQ: All questions are compulsory. There will be no alternative for MCQ.
Group B – VSA: Out of 26 questions, 21 questions are to be attempted. One (1) extra question is to be set from each theme. VSA questions may be of four types – answer in one word or in one sentence, fill in the blanks, true/false, and match column A with column B. In column matching two points are to be kept in mind – (i) For each correct matching one (1) mark is allotted, (ii) There should be at least one (1) extra option in Column B.
Group C – SA: Out of 17 questions, 12 questions are to be attempted. One (1) extra question is to be set from each theme.
Group D – LA: 6 questions are to be attempted. Alternative question from the same theme is to be set for each question. 5 marks can be given as a whole or can be divided into 3 + 2 or 2 + 3.
The question pattern is indicative of the Madhyamik Examination.

WBBSE Class 10 Solutions

WBBSE Class 10 History Sample Question Paper Set 3

by

Practicing with West Bengal Board Class 10 History Book Solutions and WBBSE Class 10 History Sample Question Paper Set 3 alongside detailed explanations can lead to a deeper understanding of the subject.

West Bengal Board Class 10 History Model Question Paper Set 3

Group A

1. Choose the correct answers to the following: 1×20=20

Question 1.
Of the following who translated a text book on anatomy into Sanskrit ?
a. Madhusudan Gupta
b. Jagadish Chandra Bose
c. Dasarathi Roy
d. Sridhar Kathak
Answer:
a. Madhusudan Gupta

WBBSE Class 10 History Sample Question Paper Set 3

Question 2.
Of the following which often tells story from life?
a. History
b. An autobiography
c. A memoir
d. A short story
Answer:
c. A memoir

Question 3.
In which of the following years was Hindoo Patriot published ?
a. 1800
b. 1813
c. 1853
d. 1857
Answer:
c. 1853

Question 4.
Of the following the name that does not in any way go with the spread of Western education?
a. Raja Radhakanta Deb
b. Raja Rammohan Roy
c. Ramendrasundar Trivedi
d. Kaliprasanna Singha
Answer:
d. Kaliprasanna Singha

WBBSE Class 10 History Sample Question Paper Set 3

Question 5.
Of the following who left the Brahmo Samaj after a breach with Debendranath Tagore ?
a. Shivnath Shastri
b. Rammohan Roy
c. Keshab Chandra Sen
d. Dwarakanath Tagore
Answer:
c. Keshab Chandra Sen

Question 6.
Of the following who launched a very strong movement against the practice of sati?
a. Sivnath Shastri
b. Rammohan Roy
c. Keshab Chandra Sen
d. Radhakanta Deb
Answer:
b. Rammohan Roy

Question 7.
Of the following who made liberal contribution for the spread of education in Bengal ?
a. Keshab Chandra Sen
b. Raja Rammohan Roy
c. Dwarakanath Tagore
d. Haji Muhammad Mohsin
Answer:
d. Haji Muhammad Mohsin

WBBSE Class 10 History Sample Question Paper Set 3

Question 8.
Of the following who mooted the idea of setting up the Ramakrishna Mission?
a. Sri Ramakrishna Deva
b. Bijay Krishna Goswamee
c. Swami Vivekananda
d. Debendranath Tagore
Answer:
c. Swami Vivekananda

Question 9.
In which of the following places did the Chuar Rebellion take place ?
a. Hooghly
b. Rangpur in present Bangladesh
c. Chotonagpur
d. Bankura and Medinipur
Answer:
d. Bankura and Medinipur

Question 10.
One of the leaders of the Kol rebellion was :
a. Kanu
b. Buddhu Bhagat
c. Birsa Munda
d. Majnu Shah
Answer:
d. Majnu Shah

WBBSE Class 10 History Sample Question Paper Set 3

Question 11.
Of the following who founded the religious sect Pagal-Panthis ?
a. Dudu Mian
b. Karam Shah
c. Joa Bhagat
d. Durjan Singh
Answer:
b. Karam Shah

Question 12.
Of the following who came to be known as the Governor-General and Viceroy of India following the Queen’s Proclamation ?
a. Lord Dalhousie
b. Lord Canning
c. William Bentinck
d. Warren Hastings
Answer:
b. Lord Canning

Question 13.
Of the following who was the founder of the Wahabi Movement ?
a. Titumir
b. Mir Nisar Ali
c. Muhammad Abdul Wahab of Nejd
d. Haji Shariatullah
Answer:
c. Muhammad Abdul Wahab of Nejd

WBBSE Class 10 History Sample Question Paper Set 3

Question 14.
Of the following find the incompatible one :
a. Jibansmriti
b. Jibaner Jharapata
c. Sattur Batsar
d. Gora
Answer:
d. Gora

Question 15.
Of the following who was the editor of the Grambarta Prakashika?
a. Kangal Harinath Majumdar
b. Kaliprasanna Singha
c. Dinabandhu Mitra
d. Girish Chandra Ghosh
Answer:
a. Kangal Harinath Majumdar

Question 16.
In which of the following years was the first Hindu widow remarriage took place?
a. 1855
b. 1856
c. 1857
d. 1858
Answer:
b. 1856

Question 17.
The woman revolutionary who made a daring attack upon the Europeans:at the Assam-Bengal Railway European Club was :
a. Bina Das
b. Kalpana Dutta
c. Pritilata Waddedar
d. Ashalata Sen
Answer:
c. Pritilata Waddedar

WBBSE Class 10 History Sample Question Paper Set 3

Question 18.
Of the following who was the first to use the term dalit meaning oppressed people?
a. Jotiba Phule
b. Harichand Thakur
c. Mahatma Gandhi
d. B. R. Ambedkar
Answer:
a. Jotiba Phule

Question 19.
Of the following who is regarded as the ‘father of the Namasudra renaissance?
a. Harichand Thakur
b. B.R. Ambedkar
c. Mahatma Gandhi
d. Guruchand Thakur
Answer:
d. Guruchand Thakur

WBBSE Class 10 History Sample Question Paper Set 3

Question 20.
Under whose leadership Hyderabad was annexed to the Indian Union by ‘police action’?
a. General Cariappa
b. General J.N. Chaudhuri
c. General Subrata Chaudhuri
d. None of the above
Answer:
b. General J.N. Chaudhuri

Group B

2. Answer the following Questions

Attempt one question from each sub-group: In all 16 questions 1×16=16

Answer each of the following questions in one sentence :

Question 1.
Name the memory picture written by Rabindranath Tagore.
Answer:
Jibansmriti is the name of the memory picture written by Rabindranath.

Question 2.
Who was author of the book entitled Letters from a Father to His Daughter?
Answer:
‘Father to His Daughter’ is the book authored by Jawaharlal Nehru.

WBBSE Class 10 History Sample Question Paper Set 3

Question 3.
When was Calcutta Medical College of Bengal established ?
Answer:
It was in 1835 that the Calcutta Medical College of Bengal was established.

Question 4.
Who was the first lady to become the President of the Congress ?
Answer:
Annie Besant was the first lady to become the President of the Indian National Congress.

Identify which of the following is ‘True’ or ‘False’ :

1. While speeches are considered primary source the autobiography and memoirs are the secondary source of history.
Answer: True

2. Titumir of the Barasat Revolt was also known as Mir Nisar Ali.
Answer: True

WBBSE Class 10 History Sample Question Paper Set 3

3. The Munda rebellion is classified as a working class movement.
Answer: False

4. Bina Das was in favour of Non-violent movement.
Answer: False

Match column ‘A’ with column ‘B’

A B
1. First printing press and newspaper (a) Vernacular Press Act
2. First Bengali news weekly (b) Lord Ripon
3. Revocation of the Vernacular Press Act (c) Bangal Gazette
4. Lord Lytton (d) Hicky

Answer:
1-d, 2-c, 3-b, 4-a

4. Identify the following places in the given map of India :

1. The area where Ramakrishna Mission is located.
2. The area where Wahabi Movement began.
3. The region in Bangladesh where peasantry revolted in 1870 .
4. The area where Mangal Pandey raised the banner of rebellion.
Answer:
See the Map attached
Or
(Only for blind students)

WBBSE Class 10 History Sample Question Paper Set 3

1. was one of the leaders of the Fakirs in the Sannyasi-Fakir rebellion.
Answer: Majnu Shah

2. The play Neel Darpan was composed by
Answer: Dinabandhu Mitra

3. was known as the ‘Grandfather of Indian nationalism’.
Answer: Rajnarayan Bose

4. Hyderabad was annexed to the Indian Union in
Answer: 1949

Select the correct interpretation of the following statements :

1. Statement : In Bamabodhini, a Bengali periodical, strong emphasis was was given on women issues.

Interpretation 1: The paper focused on the needs of the womenfolk
Interpretation 2: Bamabodhini continued to be published till 1923
Interpretation 3: Bamabodhini helped to bring about women’s progress in education and social matters.
Answer:
Interpretation 2: Bamabodhini continued to be published till 1923

WBBSE Class 10 History Sample Question Paper Set 3

2. Statement: Derozio promoted advanced ideas through his lectures.

Interpretation 1: Derozio moulded the minds of his students.
Interpretation 2: He constantly encouraged his students to think freely and questioning all authority.
Interpretation 3: Under Derozio’s influence his students drew inspiration from Bacon, Hume, etc.
Answer:
Interpretation 2: He constantly encouraged his students to think freely and questioning all authority.

3. Statement: The play Neil Darpan was written in the background of the. Indigo Revolt of 1859.

Interpretation 1: It exposed the inhuman villainy of the indigo planters.
Interpretation 2: The torture perpetrated by the indigo planters were mostly Europeans.
Interpretation 3: In reality the play highlighted the oppressive machinery of the colonial rulers.
Answer:
Interpretation 1: It exposed the inhuman villainy of the indigo planters.

4. Statement: The British Government of India instituted the Meerut Conspiracy Case (1929)

Interpretation 1: To suppress labour movement which was the result, it was thought, due to socialist influence.
Interpretation 2: In the case most of the Communist and trade union leaders were arrested.
Interpretation 3: The then-British Government became alarmed at the growing unrest among the workers.
Answer:
Interpretation 1: To suppress labour movement which was the result, it was thought, due to socialist influence.

Group C.

3. Answer the following questions in 2 or 3 sentences (any 11)

Question 1.
Can autobiography be considered as a source of history?
Answer:
Indeed, autobiography is a primary source for the reconstruction of history. For, autobiography directly tells the story of life of the person.

WBBSE Class 10 History Sample Question Paper Set 3

Question 2.
Name the first two graduates of the University of Calcutta.
Answer:
The first two graduates of the University of Calcutta were Bankim Chandra Chatterjee and Joddunath Bose.

Question 3.
To which educational institution did Mohammad Mohsin contribute liberally ?
Answer:
Haji Mohammad Mohsin was a wealthy man. In his charitable efforts he made no distinction between man and man. He made remarkable gift to the Hooghly College (presently Hooghly Mohsin College).

Question 4.
Who founded the Nababidhan ?
Answer:
The initial breach between Keshab Chandra Sen and Debendranath Tagore led to the formation of Brahmo Samaj of India. Yet formation of another religious faith became inevitable in 1881 when Keshab Chandra Sen founded Nababidhan.

Question 5.
Who were the adivasi or tribals ?
Answer:
The adivasi or tribal communities of India as distinguished from the peasantry were also basically peasants. They earned their livelihood through shifting cultivation and collection of fruits and roots from forest.

Question 6.
What social reforms did the Brahmo Samaj aim at?
Answer:
The Brahmo Samaj aimed at promotion among different religious groups a faith in the unity of the divine and of man. Another objective of the Brahmo Samaj was the welfare of the common people.

Question 7.
What do you understand by the term ‘revolution’?
Answer:
‘Revolution is one that brings about fundamental change in the politicosocio-economic level of a country. The French Revolution or Russian Revolution may be cited as examples of revolution.

Question 8.
What was the characteristic feature of the Kol Rebellion?
Answer:
The characteristic feature of the Kol rebellion was that the Kol tribesmen were not alone to give a fight to the British. The Kols got direct support from other tribesmen like Hos, Oraons and Mundas. Thus it goes to the credit of the Kols that could garner support of the fellow tribesmen in a fight against the British.

WBBSE Class 10 History Sample Question Paper Set 3

Question 9.
Why was the ‘age of association’ crucial to the country?
Answer:
In the absence of any political party it is not at all possible to express the grievances of people to the political authority. In India, such deficiency was made up when a number of political associations came into existence in the mid-nineteenth century. Thus began the ‘age of association’ when people could raise their legitimate demands and place them before the colonial government.

Question 10.
What is stated in the Bartaman Bharat of Swami Vivekananda?
Answer:
In Bartaman Bharat Swami Vivekananda predicted formation of an ideal state in India. According to him, the ideal state would be one in which the knowledge of the priest period, the culture of the military as also the ideal of equality are brought into harmony.

Question 11.
How did printing press help the spread of education ?
Answer:
Printing press, indeed, helped the spread of education in India. Printing of books within a short time facilitated availability of reading materials. Thus printed books became a medium for the dissemination of knowledge.

Question 12.
Why did Rabindranath found Sriniketan?
Answer:
Rabindranath set up Sriniketan at the contiguous campus of Visva Bharati. The objective was to help the villagers to solve their own problems. Also an emphasis was laid on a scientific study of the village problem.

Question 13.
Who was Baba Ramchandra?
Answer:
In 1919 Baba Ram Chandra was the first to lead a peasant protest against the landlords. In 1920 he set up Oudh (Awadh) Kisan Sabha. He was a sannyasi (mendicant) who earlier had been to Fiji as a bonded labour

Question 14.
Why is Bina Das remembered ?
Answer:
In 1929 Bina Das joined Bhupal Bose’s revolutionary group. She engaged herself in carrying on revolutionary activities. In 1932 Bina Das made an attempt o the life of Stanley Jackson, the then Governor of Bengal.

WBBSE Class 10 History Sample Question Paper Set 3

Question 15.
Why is Potti Sreeramulu remembered ?
Answer:
Potti Sreeramulu was a devout follower of Mahatma Gandhi. He worked throughout his life for humanitarian causes. He became famous for undertaking a fast for the formation of Andhra for the Telegu-speaking people of Madras.

Group D

4. Answer the following questions in 7/8 sentences: 

(Attempt one question from each sub-group: in all 6 questions)

Question 1.
How did Rammohan Roy help the spread of Western education?
Answer:
Raja Rammohan Roy was the first Indian to feel the need for Western education, and as such came to be known as the ‘First Modern Man of India’. In a letter addressed to Lord Amherst Rammohan categorically pointed out that no useful purpose will be served establishing college for Sanskrit learning. Noticing apathy of the government in establishing institutions where Western scientific education would be taught Rammohan himself founded Anglo-Hindu School in 1822.

In 1825 Rammohan founded the Vedanta College where along with Western science and philosophy the students were to be taught Vedanta philosophy. Another significant contribution of Rammohan in the field of Western education was that he drew the Christian Missions to this field. He requested the Church of Scotland Assembly to send out competent teachers to spread English education in India.

Question 2.
How did Iswarchandra Vidyasagar campaign for widow remarriage ?
Answer:
It was Iswarchandra Vidyasagar who began a campaign for widow remarriage during the mid-nineteenth century. He waged a long struggle in favour of widow remarriage. However, he realized that the campaign for widow remarriage would have an appeal to the general people if it was backed by reference to Shastric instructions.

Thus Iswarchandra began studying sacred books. Vidyasagar raised his powerful voice, backed by the weight of immense traditional learning in favour of widow remarriage. At last he found what he wanted in a verse of the Parasara Samhita.

WBBSE Class 10 History Sample Question Paper Set 3

In one of the Slokas it has been categorically stated that a second marriage is sanctioned for women under certain conditions, and one of the conditions referred to is the death of husband of a married woman. It was in this manner Vidyasagar sanctified the remarriage of Hindu widows.

Question 3.
What was the importance of the Queen’s Proclamation?
Answer:
Queen Victoria by a Proclamation announced on 1 November 1858 assumed the responsibility of the Indian administration in her own hands. The importance of the Proclamation were :

  • The honorific title of Viceroy was added to the ‘Governor-General of India’.
  • Lord Canning so far known as the Governor-General of India also became the first Viceroy of India.
  • In her Proclamation Queen Victoria also announced some changes in the governmental policy to be pursued by the British in India. She made it clear that the British Government had no desire of further territorial expansion in India.
  • The Queen also stated that the British would in no way interfere with the established customs or religions of the Indian people.
  • As per the Proclamation there was an extensive reorganization of the army and civil administration.

Question 4.
How did Anandamath help the spread of nationalism ?
Answer:
Study of the literary works of great litterateurs of nineteenth century Bengal reveals nationalist feelings embedded in them. In this context Anandamath of Bankim Chandra Chatterjee may be discussed. Anandamath of Bankim Chandra bears historic worth in the narrative of nationalism in modern India.

Written in the background of the memory of Sannyasi Rebellion, the novel centres around the organization of the santans (or children of Mother India). Now that the Mother is in chains of the foreigners her children vow to tear asunder the bondage.

  • The novel narrates how the children of the Mother take up arms against the rule and domination of the aliens. It is in Anandamath that the Indian people get the famous song, Bande Mataram.
  • The opening stanza of the song is full of appreciation for the natural possessions that adorn the Mother.
  • In the song the sacredness of the land has been raised to a religious level. The song combines patriotism with religious fervour.
  • Anandamath was a Bible for the secret revolutionaries. In fact, they modeled their societies on the organization founded by Satyananda, the hero of the novel. Thus Anandamath helped the spread of Indian nationalism.

WBBSE Class 10 History Sample Question Paper Set 3

Question 5.
What were the contributions of Hindu Mela to the cause of Indian nationalism?
Answer:
The Hindu Mela had immense contributions to the cause of Indian nationalism.

  • The Hindu Mela used to hold annual sessions. On such occasions fairs were organized attended by thousands of people. Display of various products of Indian arts and crafts encouraged the native producers.
  • The Hindu Mela also worked for the development of national literature, national song, national gymnastics, etc.
  • The Mela also drew into the national movement personalities like Sivnath Shastri, Bipin Chandra Pal, Sisirkumar Ghose and many others.
  • The Hindu Mela by fostering the spirit of self-help paved the way for foundation of the national movement.
  •  Emphasis on the indigenous products in the fairs (mela) organized was a farsighted move and the industrial exhibitions were the forerunners of the Industrial Exhibition organized by the Indian National Congress in 1896.

Question 6.
What was Rabindranath’s idea of education ?
Answer:
Elaborating his own ideas about the aims of education Rabindranath said that the fundamental purpose of education was not “….merely to enrich ourselves through the fullness of knowledge…”. Rather he believed that the purpose also was to establish bond of love and friendship between man and man. Thus it may be said that Rabindranath’s approach to education was humanistic.

He believed in an inner harmony amongst man, nature and god. In Rabindranath’s idea of education teachers had to be imaginative. The teachers should understand the child, and help the child to develop curiosity in them. Tagore further felt that the creative learning could be encouraged only within natural environment. Living in harmony with nature, children would be able to cultivate their natural creativity.

WBBSE Class 10 History Sample Question Paper Set 3

Question 7.
What was the nature of women’s participation in the revolutionary Struggle
Answer:
In the revolutionary struggle participation of women presented a different picture than that of non-violent struggle.

i. Women’s involvement in the non-violent struggle had the support and encouragement of Gandhiji. But the women who participated in the armed struggle joined it on their own. That is to say, there had been no encouragement from any quarter to enthuse the women to join the revolutionary struggle.

ii. In fact, the revolutionary secret societies made no concerted efforts to encourage the participation of women as Mahatma Gandhi had done in regard to the non-violent activities.

iii. Another important point to be noted is that direct participation of women in the revolutionary movement was not feasible also due to certain constraints. First, women were not allowed by their male relatives to join the revolutionary secret societies. Second, the risk was too high to allow women to participate in revolutionary feats on an equal basis with men.

iv. However, in general the indirect participation of women helped the revolutionaries silently from the background. In the above context the revolutionary activities of Pritilata Waddedar and Kalpana Datta may be discussed.

Question 8.
What was the main point of the debate between Gandhiji and Ambedkar regarding the rights of the dalits ?
Answer:
There is little doubt that both Gandhi and Ambedkar were very much aware of the problem of untouchability or the dalits. Yet there was sharp difference between the two regarding the dalit issue.

i. That there was little in common in the perception between the two came to the forefront in the early 30s of the nineteenth century.

ii. Gandhiji refused to view the dalits as a minority who should be given political safeguards. Rather he considered it essentially a social problem, and that was to be tackled by the Hindu community itself. Contrarily, Ambedkar describing the dalits as ‘slaves’ advocated for communal representation of the dalits on the ground that ‘untouchability constitutes a definite set of interests which the untouchables alone can speak for.’

WBBSE Class 10 History Sample Question Paper Set 3

iii. Throughout 1920s Ambedkar had a soft spot for Gandhi as he took him as one different from the elitist Brahmanic leaders he (Ambedkar) hated. The real break between the two surfaced during the events of the Round Table Conference of 1932.

Group E.

5. Answer any one question in 15/16 sentences :

Question 1.
Write about the nature of the Revolt of 1857
Answer:
The nature of the Revolt of 1857 is a very contentious issue, and debate over it started from the very moment of its happening.

1. Opinions are sharply divided as to whether the Revolt of 1857 was mere a mutiny or a War of Independence.

2. Considered from the nature of the rising the old school of historians found it difficult to call it a War of Independence on the following grounds

  • There was no definite political ideal before the rebels. Though expulsion of the British was the immediate goal, there was no co-ordinated plan to establish an independent government in place of the British.
  • There was no plan, no co-ordination among the rebels in different parts of the country. The fact that at least some of the zamindars and talukdars (landed magnates) participated in the rebellion would at best give it a feudal character as Jawaharlal Nehru pointed out. c Common people did not participate in any measure that can legitimately give it the name of a ‘national rising’.

3. Professor S. N. Sen in his book entitled Eighteen Fifty-seven concluded that the mutiny of 1857 was not simply a rising of the sepoys. He argued that a national rising does not require participation of all people. Only an influential section of people had participated in the revolutions of France and America. On such arguments Professor Sen calls it a ‘national rising’, although to a limited extent.

4. Professor Rames Chandra Mazumder’s arguments are also somewhat identical with those of Professor Sen. According to him, what began as a mutiny ended in certain areas in an outbreak of the civil population.

5. There is, however, no dearth of other opinions. As pointed out by Professor Sekhar Bandyopadhyay, V. D. Savarkar by describing the revolt of 1857 as the ‘Indian War of Independence’ directly drafted it into the historiography of Indian nationalism.

WBBSE Class 10 History Sample Question Paper Set 3

Question 2.
What was the participation of the peasants in the Anti-Partition Movement? What was the Bardoli satyagraha?
Answer:
A. Participation of the Peasants: The anti-partition movement assumed an all-India character in which different classes of people participated. Despite the popular character of the anti-partition movement it must be admitted that it was largely confined to the urban middle class. The peasants’ participation was very much limited.

Indeed, the Congress leadership did call upon the peasants to start a no-rent campaign. However, in some way the participation of peasants in the movement was significant. The indigo peasants of Champaran in Bihar rose in rebellion. Peasants’ disturbances took place in Assam and Mymensingh (in present Bangladesh).

The Muslim peasants of Barisal (in present Bangladesh) were led by Aswini Kumar Datta. The Left politics did not emerge in India during the anti-Partition movement. As such there was no question of the Leftists’ leadership amongst the peasants.

B. Bardoli Satyagraha: The first civil disobedience movement was staged by the peasants of Bardoli in the Surat district of Gujarat. In 1926 when the time of revision of land revenue was due at Bardoli it was found that the hike was unprecedented. The burden on the peasants was 22% to 60 % more than the previous rate of tax.

The peasants of Bardoli thereupon began satyagraha under the leadership of Vallabhbhai Patel who had the blessings of Gandhiji. The Bardoli Satyagraha was formally launched on 12 February 1928. The satyagraha constituted an important chapter in the freedom movement of India. a. Bardoli Satyagraha became the symbol of peasants’ protests in the country.

WBBSE Class 10 History Sample Question Paper Set 3

Question 3.
Write in short about the participation of the working class in the Quit India Movement.
Answer:
The Quit India Movement did not leave the working class untouched. The formation of Congress ministries in different provinces following election in 1937 gave a boost to the working class movement.

i. In fact, during the tenure of the Congress ministries between 1937 and 1939 there was a phenomenal rise in the trade union movement. During this period the number of trade unions increased from 271 to 562.

ii. It must be pointed out here that the pro-labour attitude of the Congress governments in the provincial level also served as an encouragement to the trade union activities.

iii. Even the Congress Working Committee in a resolution denounced the repressive measures taken on the workers by the non-Congress provincial ministries of Bengal and Punjab.

iv. Another significant feature was that during the period under reference strikes organized by the trade unions mostly ended successfully, with victory of the struggling workers.

v. The Quit India Movement formally began on 9 August with arrests of most of the prominent national leaders including Gandhiji. As the news of the arrests spread workers of various places of the country went on strikes and hartals that lasted for a week.

Delhi, Lucknow, Jamshedpur, Madras, Bangalore, etc. were some of the main centres of the strikes. In some places the strikes continued for longer periods. The Tata Steel Plant was shut down for thirteen days. In Ahmedabad the textile workers continued the strike for three and half months.

vi. Following the ‘People’s War’ line the communists dissociated themselves from the Quit India Movement. They lent no support to the industrial strikes by the working class. Rather the communists followed a policy of industrial peace so that the workers could concentrate on production.

WBBSE Class 10 History Sample Question Paper Set 3

Group F

6. Answer the questions in a complete sentence

Question 1.
What is the name of the autobiography of Bipin Chandra Pal ?
Answer:
Sattar Batsar (Seventy Years) is the name of the autobiography of Bipin Chandra Pal.

Question 2.
Who was the editor of Bangadarshan ?
Answer:
The journal Bangadarshan was published by Bankim Chandra Chattopadhyay.

Question 3.
Who was the author of Hootum Pyanchar Naksha?
Answer:
Hootum Pyanchar Naksha was authored by Kaliprasanna Singha.

Question 4.
Mention the name of a woman leader of the Swadeshi Movement.
Answer:
Ashalata Sen was a woman leader during the Swadeshi Movement.

Question 5.
Who organized the Anti-Circular Society ?
Answer:
Krishnakumar Mitra organized the Anti-Circular Society.

7. Answer the following questions in 2/3 sentences :

Question 1.
What do understand by the term ‘Urban History’?
Answer:
Urban History literally means history of cities. Till very recently the subject was much neglected, but of late the urban history has received the attention of modern historians.

Question 2.
Can periodicals and newspapers be regarded as a source of history ?
Answer:
Indeed, newspapers and periodicals are regarded as an important source for the reconstruction of history. While newspapers are the primary source of history, the periodicals are the secondary source.

WBBSE Class 10 History Sample Question Paper Set 3

Question 3.
What came to be known as the Corridor Warfare?
Answer:
Benoy Bose, Badal Gupta and Dinesh Gupta, the revolutionary trio named ‘Benoy-Badal-Dinesh’ of the Bengal Volunteers group were involved in an encounter with police inside the Writers’ Buildings that came to be known as the Corridor Warfare. The encounter followed after the revolutionaries fatally shot Simpson, the then Inspector-General of Police.

Question 4.
What was the ‘carrot and stick’ policy followed in the accession of the princely (or native) states of India.
Answer:
It was Vallabhbhai Patel who with great skill and diplomacy successfully completed the accession of the Princely States with the Indian Union. He had followed the dual policy of ‘carrot and stick’ meaning while invitation was made to the princes to join the Indian Union peacefully the recalcitrant elements would be forced to accede to.

West Bengal Board Class 10 Geography Question Paper 2020

by

Practicing with West Bengal Board Class 10 Geography Book Solutions and West Bengal Board Class 10 Geography Question Paper 2020 alongside detailed explanations can lead to a deeper understanding of the subject.

WBBSE Class 10 Geography Question Paper 2020

Group-A.

1. Write the correct answer from the given alternatives: 1×14=14

Question 1.
The process by which, soil and rock layers move down along the slope of highlands by gravity is called:
a. Weathering
b. Gradation process
c. Endogenic processes
d. Mass wasting process
Answer:
d. Mass wasting process

West Bengal Board Class 10 Geography Question Paper 2020

Question 2.
In pediplain, low lying hills of hard rocks remain as residual landform is called :
a. Yardang
b. Zeugen
c. Sand dunes
d. Inselberg
Answer:
d. Inselberg

Question 3.
“Horse Latitude” is located at :
a. Equatorial low pressure belt
b. Sub-tropical high pressure belt
c. Sub-polar low pressure belt
d. Polar high pressure belt
Answer:
b. Sub-tropical high pressure belt

Question 4.
Diurnal range of temperature is maximum in :
a. Equatorial climatic region
b. Hot desert climatic region
c. Tropical Monsoon climatic region
d. Mediterranean climatic region
Answer:
b. Hot desert climatic region

Question 5.
The formation of ocean currents depend on :
a. Prevailing winds
b. Earth’s revolution
c. Sand banks
d. All of them are applicable
Answer:
a. Prevailing winds

West Bengal Board Class 10 Geography Question Paper 2020

Question 6.
The time difference between high and low tides at a place is nearly :
a. more than two hours
b. more than six hours
c. more than four hours
d. more than eight hours
Answer:
b. more than six hours

Question 7.
Carbon particles emitted by vehicles are controlled by use of :
a. Cyclone Separators
b. Electrostatic Precipitator
c. Scrubber
d. Coated Alumina
Answer:
c. Scrubber

Question 8.
Parallel of latitude, passing through the middle of India is :
a. Equator
b. Tropic of Capricorn
c. Prime Meridian
d. Tropic of Cancer
Answer:
d. Tropic of Cancer

Question 9.
The lake located, in between the deltas of Godavari and Krishna rivers is :
a. Kolleru
b. Pulicat
c. Chilka
d. Vembanad
Answer:
a. Kolleru

Question 10.
The most extensive method of irrigation, practiced in India is :
a. Wells and tube wells
b. Tanks
c. Canals
d. Sprinkler
Answer:
a. Wells and tube wells

West Bengal Board Class 10 Geography Question Paper 2020

Question 11.
Western disturbances occur in India during :
a. Summer season
b. Autumn season
c. Rainy season
d. Winter season
Answer:
d. Winter season

Question 12.
Salty sea breeze is needed for :
a. Sugar cultivation
b. Tea cultivation
c. Jute cultivation
d. Coffee cultivation
Answer:
a. Sugar cultivation

Question 13.
Petro-chemical industrial centre of West Bengal is located at :
a. Junput
b. Kolkata
c. Sankarpur
d. Haldia
Answer:
d. Haldia

Question 14.
The colour used for drawing of contour lines in topographical map is :
a. Brown
b. Black
c. Red
d. Blue
Answer:
a. Brown

West Bengal Board Class 10 Geography Question Paper 2020

Group-B.

1. If the statement is true, write ‘T’ and if false, write ‘F’ against the following answer any six: 1×6=6

1. The confluence of Alakananda and Bhagirathi rivers is at Devprayag.
Answer: True

2. Mistral is a warm local wind which blows over Rhone valley in France.
Answer: False

3. Floods occur in India in the years of El-Nino.
Answer: False

4. The position of sun, moon and earth along a straight line is known as syzygy.
Answer: True

5. Papers may be manufactured by recycling newspapers as raw material.
Answer: True

6. The soil composed of pebbles, sands and silts, found along the foothills of Siwalik is called bet.
Answer: False

7. For analysis of satellite imageries, use of computer is mandatory.
Answer: True

West Bengal Board Class 10 Geography Question Paper 2020

2. Fill in the blanks with suitable words answer any six: 1×6=6

1. The process of modifying landforms by combined action of erosion and weathering is called ……..
Answer: Gradation

2. Oases are formed by ………………… action of wind.
Answer: Erosional/Deflational/Blouring

3. With the increase of air pressure gradient, wind velocity ………..
Answer: Increases

4. The cold ocean water from polar region flows as ………………… current towards equator.
Answer: Cold

5 The longest national highway of India is NH …………..
Answer: 44

6. Indian Space Research Centre is situated at …………..
Answer: Thiruvananthapuram

7. In short, electronic waste is known as ………….. waste.
Answer: e

West Bengal Board Class 10 Geography Question Paper 2020

3. Answer in one or two words answer any six: 1×6=6

1. Name the largest valley glacier of the world.
2 Where in the atmosphere over the earth surface ozone hole was first discovered?
3 Name the southern-most mountain pass of Western Ghats.
4 What is the local name of the lagoons in Kerala coast?
5 Name the highest waterfall of India.
6 In which city of India underground rail first started its journey?
7 Which is the most populous state of India?
8 In what form the satellite imagery is produced?
Answer:
1. Lambert glacier in Antarctica.
2. Antarctica
3. Pal ghat (Palakkad gap)
4. Kayal
5. Kunchikal waterfalls of karnataka
6. Kolkata
7. Uttar Pradesh
8. Digital form

4. Match the Left Column with the Right Column:1×4=4

A B
1. Ratna a. Pine
2. Coniferous forest b. Murmagaon
3. Railway coach manufacturing centre c. High-yielding variety rice seed
4. Iron ore exporting port d. Perambur

Answer:
1-c, 2-a , 3-d, 4 -b

Group-C.

3. Answer the inflowing in brief (Alternatives should be noted): 2×6=12

Question 1.
What is Plunge Pool?
OR Define Loess.
Answer:
The depression or hole created at the foot of a waterfall due to falling or plunging of water along with rock fragments with high velocity, is known as a plunge pool.
West Bengal Board Class 10 Geography Question Paper 2020 1
OR.
Plains formed by deposition of fine sand particles carried by wind far away from the place where they belong, are called loess or loess plains. Eg-A loess plain has been formed along the valley of river Hwang Ho in China, due to deposition of sand blows away from the gobi desert.
West Bengal Board Class 10 Geography Question Paper 2020 2

Question 2.
What is relative humidity?
OR, What do you mean by Perigean tide?
Answer:
The ratio of the amount of water vapour present in the air mass at a given temperature of a place, to the maximum quantity of water vapour that the air can hold at that particular temperature, is known as relative humidity. It is expressed as a percentage.

Relative humidity
\(=\frac{\text { Actual amount of water vapour present in air }}{\text { Maximum amount of water vapour the air can hold at that temperature }} \times 100\)
Or
\(\text { Relative humidity }=\frac{\text { Absolute humidity }}{\text { Humidity capacity }} \times 100\)
Or
A perigean tide occurs when the moon comes closest to the earth (on a new moon or full moon day) while revolving around the earth on its orbit. The strongest perigean tide occurs three or four times a year when a perigee (nearest position of the moon to the earth) coincides with a spring tide (When the sun, the moon and the earth are nearly aligned in every two weeks).

Question 3.
What is a landfill in waste management?
OR
Define municipal wastes.
Answer:
The method of discarding wastes in approved grounds, filling up the huge holes dug to bury the wastes callected, is called land-filling. Land-filling is the most common method of waste disposal, where the waste is buried underground. But this method is not much in use in modern days, as this requires a large vacant land and produces strong methane and other gases, and cause contamination problems.
OR.
The wastes generated in the urban areas, or municipal areas. are known as municipal wastes. These include trash of garbage from households, schools, offices, markets, restaurants and other public places; obsolute computers, mobiles and other electronic goods; furniture and old fashioned clothes etc.

Question 4.
Mention two characteristic features of desert vegetation in India.
OR.
What do you mean by “Dun”?
Answer:
Characteristics of desert vegetation in India are :

  • It is found in Rajasthan, Kachch and Kthiawar Peninsular region of gujarat and the rain shadow area of Decan Plateau.
  • The vegetation is very sparsely spread.
  • The leaves of the plants are reduced to thorns due to lack of water. The roots are very long to absorb underground water. The stems are flashy and have a waxy coating over them.

OR.
The valleys lying in the siwalik range are called ‘Duns’ or ‘Doons’. The Siwalik range has been formed much later than the Himadri and Himachal Himalayas. During the formation of the siwalk, the rivers that were flowing ran the higher Himalyan ranges got interupted and blocked, thus forming lakes, and depositing pebbles, sand, silt etc. Later the rivers eroded and made their ways through the Siwalik range as well. Thus, the waters of the lakes were removed. The depositions left back formed the ‘doons’

Question 5.
Define ancillary industry.
OR
Name the two terminal centres of the longest inland waterways in India.
Answer:
The industries which supply their finished products as raw materials for some other industries or support the growth of other industries are called basic industries, and the industries which receive these raw materials or are supported by these basic industries, are called ancillary industries. Eg-Ancillary industries for the automobile industry are-tyre industry battery industry, glass industry etc.
OR.
The longest inland waterway of india (also called National Waterway 1) lies along the Ganga-Bhagirathi-Hooghl river system. It is 1,620 km long, lying between Prayagraj in Allahabad in the north to Haldia in West Bengal (Sagar) in the south.

Question 6.
What do you mean by sensor?
OR.
State two uses of topographical maps.
Answer:
A sensor is a specialised camera that is installed in a satellite in order to take photographs of the earth. It can be of two types. An active sensor uses its own energy for illumination and helps the satellite to capture images at night. A passive sensor can help the satellite to capture images only when the sun is illuminating the earth.
OR.
The uses of topographical maps are :

  • It helps to understand and study the physical characteristics of the region.
  • It helps to understand and analyse the different cultural features (roads, settlements, etc.) of the same area with respect to the physical features present there.
  • It helps to analyse the relation between man and nature, and helps to plan for economic development.

Group-D.

Give brief explanatory answer (Alternatives should be noted):-

Question 1.
Discuss in brief about three processes of river transportational activity.
OR.
Mention the relationship between Jet stream and Indian Monsoon system.
Answer:
The river transports its load by the following processes:

  • Traction: The heavier and large rock fragments are forced to flow down along the river water by rolling on the floor of the river channel due to gravity.
  • Saltation: The comparatively smaller fragments of rocks are moved downstream by jumping over the floor of the river channel along with the water continuously.
  • Suspension: The fine particles of the river’s load remain suspended in the river due to buoyancy of water, while they are carried downstream.
  • Solution: The soluble particles are dissolved in the river water and moved downstream.

OR.
Jet stream is a thin stream of speedy winds (350-450 km/hr) that blow from west to east from the winter till March-April between the Troposphere and the Stratosphere. These winds play an important role in the Indian monsoon system. These winds influence the onset and retreat of the monsoons in India, by seasonal shifting and creation of low presure and high presure calls respectively.

Question 2.
Classify wastes according to nature along with examples.
OR.
State three necessities of waste management.
Answer:
The different types of wastes are :

  • Solid wastes: Solid wastes are any type of garbage or rubbish generated at home or outside. Eg-Food wastes newspaper, broken household or office articles, etc.
  • Liquid wastes: Liquid wastes include wash waters from homes, cleaning liquids used in industries, waste waters or liquids from industries, etc. Sometimes, solid wastes are converted to liquids before discarding.
  • Gaseous wastes: Gaseous wastes include CO2, SO2, N2O NH3 etc. produced as a result of manufacturing activities in industries comsumption of differnent products and other biological processes.
  • Toxic wastes : Toxic wastes are harmful and hazardous poisonous wastes that threaten public health and environment. Eg-pesticides, mercury, containing equipments, lamps, batteries, etc.
  • Non-toxic wastes: These wastes are not poisonous as such and do not pose a serious problem to the environment. They can be decomposed easily. Eg-domestic wastes, food left-overs, paper, glass, etc.

OR.
The necessities of proper waste management system are-

  • To control different types of pollution.
  • To control the spread of infectious diseases.
  • To conserve environmental resources like forests, minerals, water etc.
  • To reduce the amount of wastes generated everyday.
  • To recycle hazardous wastes for further production of useful items.

Question 3.
Discuss three advantages each of roadways and railways in India.
OR.
State the merits of agricultural revolution as experienced in the States of Punjab and Haryana.
Answer:
The advantages of roadways in India are as follows :

  • The light weight and less bulky commodity can be easily transported from one corner of the country to the other.
  • A variety of vehicles, eg-buses, trucks, cycles, auto rickshaws, vans, etc. can use the same road and carry different types of commodities and number of passengers and render door-to-door services as well.
  • This is the easiest mode of transport for moving raw materials to factories and finished products to markets. Hence, a large percentage of economic development of the country depends upon the roadways.

The advantages of railways in India are as follows :

  • Railways transport a huge quantity of goods and passengers at a high speed and at a low cost throughout the country.
  • Railways carry seeds, fertilizers, agricultural equipments to the fields and the produced crops to the markets. Railways also transport minerals, power resources, equipments etc. to the industries and their finished products to the markets. Thus railways help to bring about agricultural and industrial development in India.
  • Railways help in defence of the country by transporting soldiers, ration, war equipments and other necessary things to the border regions.

OR.
The agricultural revolution experienced in the States of Punjab and Haryana is popularly known as the Green Revolution. The merits of Green Revolution are-

  • Remarkable increase on production of foodcrops, especially wheat.
  • Extension of agricultural land.
  • Modernisation and mechanisation of agriculture.
  • Reduction of past attacks due to use of better quality of insecticides and pesticides.
  • Employment and improvement in the economic condition of the farmers, and thus a rise in their standard of living.
  • Reduction in import of foodgrains and huge increase in the export of the same.

Question 4.
Give an account of different types of scales in tabular form as used “topographical maps”.
OR.
Distinguish between Geostationary and Sun-Synchronous satellites.
Answer:
The different types of scales used in topographical maps areas follows :
West Bengal Board Class 10 Geography Question Paper 2020 3
OR

Geostationary Satellites
i. The artificial satellites that orbit the earth from west to east in circular orbits in the same time as that of earth’s rotation ( 24 hours), are called geostationary satellites. i. The sun-synchronous satellites are those which are installed on a geocentric orbit that combines altitude and inclination in such a way, that the satellite passes over any given point of the planets surface at the same local solar time.
ii. They are installed at a height of of 36,000 km approximately, above the equator. ii. They are installed at 700-800km above the land surface and orbit the earth in circular or elliptical paths from the north polar to south polar regions.
eg : GOES-E, GOES-W, etc. iii. eg : IRS, LANDSAT, etc.


Group-E.

(Sketches are not essential for Sightless Candidates)

1. Answer any two questions from the following :

Question 1.
Describe with sketches three landforms carved out by glacial erosion.
Answer:
The landforms curved out by glacial erosion are as follows:

i. Cirque: At the source of the glacier, the mountain wall is heavily eroded by the process of plucking and abrasion. This it looks like a scooped out huge arm chair. This is known as a cirque or a corrie. Acrque may be filled with glacier melt water and may form a cirque lake or a corrie lake.

West Bengal Board Class 10 Geography Question Paper 2020 4

ii. Arete: In a show-covered mountains region, two or more glaciers may originate from different slopes of the same mountain. Thus, two or more cirques may be formed or the same mountain adjecent to each other. The steep and sharp wall that separates two adjecent cirques, is known as the arete.

West Bengal Board Class 10 Geography Question Paper 2020

iii. Pyramidal peak: If a mountain has three or more aretes, it takes the structure of a pyramid, and thus is called the pyramidal peak. The tip of such a peak becomes very sharp and pointed, and is called a horn.

iv. U-shaped valley : While the glacier flows down, the intensity of side erosion is same as that of vertical or down erosion by the processes of plucking and abrasion. Hence the valley developed looks like the letter ‘U’. Thus they are called U-shaped valley.
West Bengal Board Class 10 Geography Question Paper 2020 5
v. Hanging valley : In a glaciated region, the main or trunk glacier cames a greater volume of ice than the tributary glaciers. Thus the main glacier has more erosive power than the smaller tributary glaciers. Hence, the main glacier forms deper valleys and the tributary glaciers form comparatively less deeper valleys. These are not visible as long as the ice cover reviews found to be hanging over the huge deep valleys. Such valleys are called hanging valley.

Question 2.
Give an account of atmospheric layers of troposphere and stratosphere.
Answer:
Troposphere

  • The lowest layer of the atmosphere, lying closest to the earth is known as Troposphere.
  • It extends upto 18km near the equator and 18km near the poles.
  • Temperature in this layer decreases by this is known as Lapse Rate.
  • About three-fourths of the total mass of the atmosphere is concentrated in this layer.
  • All the weather phenomena, like wind, rainfall, storm, etc, occur in this layer.
  • The upper limit of the Troposphere is known as the Tropopouse.

Stratosphere

  • Stratosphere is the second layer of the atmosphere that lies above the Troposphere.
  • It spreads upto 50km above the earth’s surface.
  • Temperature goes on increasing in this layer at the rate of 4 for every 50km.
  • A huge concentration of ozone gas is found in this layer between 20-40 km. This is also known as the Ozonosphere.
  • There is very less atmospheric disturbances here. A thin layer of cirrus clouds may form at the lower layers of the stratosphere.
  • Jet planes fly through this layer due to less friction due to lack of air.
  • The upper limit of the stratosphere is known as stratopause.

West Bengal Board Class 10 Geography Question Paper 2020

Question 3.
Mention the location of Mediterranean climatic region and discuss its major climatic characteristics.
Answer:
Mediteranean climate is found between 30°c – 40°c latitudes in both Northern and Southern hemispheres.

  • Europe: Portugal, spain, Italy, Greece
  • Aisa: Western Turkey, Lebanon, Syria, Israel.
  • Africa: Egypt, Morocco, Northern Algeria, Cape town.
  • North America: Southern California.
  • South America: Chile
  • Oceania: Southern and south-western coast of Australia.

Characteristics of Mediterranean climate

  • Temperature remains moderate throughout the year.
  • Average summer temperature lies between 14°c 22°c
  • Average winter temperature lies between 10°c -14°c
  • Summers are dry and the sky remains clear during this season.
  • Most of the rainfall occurs during winter.
  • Average annual rainfall is 35-75cm

Question 4.
Discuss the influences of ocean currents on global climate.
Answer:
The influences of ocean currents on global climate are :
i. Control on temperature: The warm currents move towards the polar regions from the equatorial region and the cold currents flow towards the equatorial region from the polar regions. This helps in maintaining a balance between temperature of various regions due to exchange of heat.

ii. Rainfall and snowfall: The regions along which warm currents flow experience heavy rainfall. The regions along which cold currents flow, are more prone to snowfall.

iii. El Nino and La Nina: During El Nino, a warm current flows from the north towards the coast of Peru and Ecuador in South America. This causes heavy rainfall in those regions. However, India and Australia may face severe draughts. During La Nina opposite climatic conditions prevail. Australia experiences heavy rainfall, India experiences moderate rainfall and Peru and Ecuador experience draught.

2. Answer any two question from the following :

Question 1.
Explain the major factors controlling the climate of India.
Answer:
The major factors that control the climate of India are :
i. Latitude: India lies between latitudes. The tropic of cancer runs through the middle of the country dividing the land into two distinct temperature zones. The southern part belongs to the Torrid Zone, While the northern part belongs to the Temperature Zone.

ii. Relief: Temperature is inversely proportionate to altitude. High relief regions have cooler climate compared to lower regions. Eg : some regions of Deccan plateau enjoy cool summers due to altitude, inspite of being nearer to the equator than the northern plains. The coastal regions enjoy an equable climate throughout the year.

iii. The Himalayas: The lofty Himalayas act as a barrier to the severely cold polar winds that come from the north, thus saving the country from chilling winters. It also prevents the monsoon winds from escaping northwards, thus ensuring monsoon rainfall in India.

iv. Distance from the sea: India has a very long coastline. The regions along the coastline enjoy moderate or maritime climate throughout the year due to the influence of the sea. Regions lying far from the sea experience extreme or continental climate with harsh summers and winters.

v. Winds: India lies under the prevailing north-eastern trade winds. Due to inequal heating of land and sea in different seasons, section of the wind blow seeasonally from oposite directions. These are called monsoon winds, They have a remarkable impact on the Indian climate and economy.

vi. Western disturbances: In winter, some cyclonic winds from the Mediteranean region, called western disturbances, enter India, causing a little rainfall and snowfall in the north.

vii. Jet Stream: This is a thin stream of speedy winds (350-450km/hr) blowing from west to east between the Troposphere and Stratosphere. These winds influence the onset and retreat of monsoons in India.

viii. El Nino and La Nina: During El Nino, India may experience rise in

West Bengal Board Class 10 Geography Question Paper 2020

Question 2.
Give an account of favourable physical conditions required for cultivation of tea in India.
Answer:
The favourable physical conditions required for the cultivation of tea in india are :

  • Temperature: Tea can grow in temperatures between 10°c – 35°c. The best condition is 25°c  and growth is retarded below an average of 18°c.
  • Rainfall: Tea requires 150-200 cm of annual rainfall well distributed throughout the year, with no long spells of dry season.
  • Humidity: High humidity, heavy dews and morning fog favour rapid development of young leaves.
  • Frost: Widespread winter frost is harmful for the growth of tea.
  • Shade: Tea is a shade-loving plant. Hence big trees are planted in between tea plants to provide light and shade.
  • Relief: Tea plants cannot tolerate stagnant of water at the base. Hence mountain slopes and undulating highlands are preferred for cultivation of tea.
  • Soil: Well-drained sandy loam with porous sub-soil is favourable for tea. Virgin forest soils with good amout of iron and humus are also suitable.

Question 3.
Explain why cotton textile industry is extensively developed in Western India.
Answer:
The factors responsible for the extensive development of cotton textile industry in western india are :

  • Availability of raw cotton from the black soil region of Western and Central India.
  • Hot humid weather of western India helps in the growth of cotton and making of threads.
  • Presence of ports at Mumbai, Kandla, Surat etc. helps in international trade.
  • Availability of hydel power from Ukai, Veera, etc. thermal power from Dhubran, and atomic power from Kakrapara, Tarapore, etc.
  • Good network of railways and roadways cannecting all important centres of the country.
  • Availability of capital from business communitees residing in the western part of India.
  • Ample labour at cheap rates.
  • High demand of cotton products in the local and foreign markets.

Question 4.
Discuss the major problems of Urbanization in India.
Answer:
The major problems of urbanisation in India are :

  • Unplanned growth of urban areas: Rapid concentration of population in urban areas lead to unplanned and nonsystematic growth of towns and cities,
  • Accomodation: The rapidly growing population is difficult to house in the already existing urban areas, Hence, growth of slums and downtrodden areas occurs in the fringes of towns and cities.
  • Availability of water: The amount of water available is not sufficient for the rapidly growing population. Hence scarcity of water occurs.
  • Unemployment: A huge section of rural population comes to urban areas in search of work. But all of them do not get employment. Hence, the total percentage of unemployed population in the urban areas increases.
  • Sewage and garbage disposal: The huge volume of disposable solid and liquid wastes generated by the excess population is difficult to handle with the present sewage and waste management systems. Thus waste dumping, water lagging, sewage overflow, etc. are common.

West Bengal Board Class 10 Geography Question Paper 2020

Group-F.

Locate the following with appropriate symbols and names on the given outline map of India. Attach the map with your answer paper: 1×10=10

1. Aravalli mountain.
2. River Narmada.
3. Highest rainfall receiving centre in north-east India.
4. Forest Research Institute of India.
5. A region of saline soil in eastern India.
6. A coffee producing region.
7. Rurh of India.
8. India’s largest IT industrial centre.
9. A natural port of Western India.
10. Largest megacity of Northern India.
OR
[For Sightless Candidates Only]
Answer:
West Bengal Board Class 10 Geography Question Paper 2020 7

6. Answer any ten of the following questions: 1×10=10

1. Name the rift valley lying between Vindhya and Satpura range.
2. Mention the name of the largest river island of India.
3. Name a coral island of India.
4. In which state of India, south-west monsoon wind strikes first?
5. Mention the name of state where mountain soils are found.
6. Which state of India ranks first in production of paddy?
7. Name one rabi crop produced in India.
8. Where in West Bengal rail engine manufacturing centre is located?
9. Name a mountain pass of Eastern Himalaya.
10. By which name, the old alluvial soil of Ganga Plain is known?
11. Name the state of India, having least population density.
12. Mention the name of the biggest port of Eastern India.
13. Which state of India ranks first in Coffee Production?
14. Name one natural port on the Eastern Coast of India.
Answer:
1. Aravalli mountain
2. River Normoda
3. Highest rainfall receiving centre in morth-east India
4. Forest research institute of India
5. A region of saline soil in eastern India.
6. A coffee producing region.
7. Rurh of India
8. India’s largest IT industrial centre.
9. A natural port of western India.
10. Largest mega city of Northern India.
OR.
[For sightless candidates only]
1. Narmoda river valley.
2 Majuli island on river Brahamaputra, Assam.
3. Lakshadweep islands.
4. Kerala
5. Sikkim, Jammu and Kashmir, Arunachal Pradesh, Assam.
6. West Bengal.
7. Wheat, barley, peas, gram, mustard, etc.
8. Chittaranjan
9. Nathula Pass, Bumla Pass
10. Bhangar
11. Arunachal Pradesh.
12. Chennai port
13. Karnataka
14. Kolkata port.

West Bengal Board Class 10 Geography Question Paper 2019

by

Practicing with West Bengal Board Class 10 Geography Book Solutions and West Bengal Board Class 10 Geography Question Paper 2019 alongside detailed explanations can lead to a deeper understanding of the subject.

WBBSE Class 10 Geography Question Paper 2019

Group-A

1. Write the correct answer from the given alternatives

1. The process by which the height of the earth’s surface increases is ………….
Answer: Aggradation.

2. Deep cracks on the surface of the mountain glacier are called ………….
Answer: Crevasse.

3. Annual range of temperature remains minimum in ………….
Answer: Equatorial climate region.

4. Cold local wind that blows in Rhone valley of France is called ………….
Answer: Mistral

5. The place where warm and cold ocean currents converge is called ………….
Answer: Cold wall.

West Bengal Board Class 10 Geography Question Paper 2019

6. When the distance between the earth and the moon is farthest, it is called-
Answer: Apogee.

7. In human body, contaminated water may cause ………….
Answer: Diarrhoea.

8. The main basis of state recognisation in India is ………….
Answer: Language.

9. The source of river Ganga is ………….
Answer: Gangotri glacier.

10. In India, the largest multipurpose river valley project is ………….
Answer: Bhakra-Nangal.

11. The state which ranks first in production of rice per hectare is ………….
Answer: West Bengal.

12. The required raw materials of iron and steel industry include.
Answer: All of them.

13. According to 2011 census the number of metropolis in india is ………….
Answer: 53

West Bengal Board Class 10 Geography Question Paper 2019

14. The latitudinal and longitudinal extension of million sheet topographical map is ………….
Answer: 4°x4°

Group-B.

1. If the statement is true, write ‘T’ and if false, write ‘F’ against the following :

1. Altitude of snowline varies with latitudes.
Answer: True

2. Wind velocity is measured with the help of Anemometer.
Answer: True

3. Salinity of sea-water is maximum in Equatorial region.
Answer: False

4. The highest plateau of India is Deccan Trap.
Answer: False

5. The old alluvial soil of Ganga plain is called Bhangar.
Answer: True

6. Vishakhapattanam is the only tax-free port of India.
Answer: False

West Bengal Board Class 10 Geography Question Paper 2019

7. Red coloured lines are used to show roads in satellite images.
Answer: False

2. Fill in the blanks with suitable words

1. Holes formed by abrasion on river bed are called pot holes.
2. Smog is formed by mixing of dust and fog during winter in industrial region.
3. Labrador current causes snowfall in New Foundland.
4. Waste paper is a solid/biodegradable type of wastes.
5. Tropical early jetstream forests south-west monsoon winds to blow over India.
6. The southernmost most paint of mainland India is kanyakumari.
7. Kolkata is the most populous city of India.

3. Answer in one or two words

1. Which type of rainfall is found in Temperate zone?
Answer: Frontal or cyclonic rainfall.

2. Which island of Sundarban was completely submerged due to global warming?
Answer: New Moore island.

3. Which type of natural vegetation is found in the desert region of India?
Answer: Xerophytes.

West Bengal Board Class 10 Geography Question Paper 2019

4. On which quarters of moon, does Neaptide occur?
Answer: 1st and 3rd quarters of the moon.

5. In which part of the course, river Ganga is maximum polluted?
Answer: Middle course.

6. Name one Zaid crop of India.
Answer: Aus rice, nuts, pumpkin, cucumber, etc.

7. Which state of India leads in ‘Rain-water harvesting’?
Answer: Tamil Nadu.

8. Where is the headuarter of ‘Survey of India’ located?
Answer: Dehradun.

4. Match the left column with the right column.

1. Prominence of ozone gas a. Gurgaon
2. Research Institute of sugarcane b. Jammu & Kashmir
3. Largest automobile manufacturing industrial centre c. Stratosphere
4. Karewa d. Lucknow

Answer:
1- c, 2-d, 3-a, 4-b

Group-C

3. Answer the following in brief

Question 1.
What is denudation?
Answer:
After weathring, when the weathered earth materials are remained from their position by erosion and mass wasting, the surface beneath the debris becomes open and forms a new landform. This process of opening up of the new surface of the landform is called denudation.
Denudation-Weathering + Erosion + Mass wasting

West Bengal Board Class 10 Geography Question Paper 2019

OR.

What is inversion of temperature?
Answer:
By the normal lapse rate, temperature reduces by 6.4°C with every 1km or 1000m rise in altitude. But in some cases, it is seen that temperature increases with increase in height or altitude. This phenomenon is known as the inversion of temperature. This is common in valleys of mountainous regions during early morning and late night

Question 2.
What is ‘Inter-tropical convergence zone’?
Answer:
The Inter-tropical convergence zone is the region around the equator, extending up to about 5°-10° N and S latitudes. It is called so because the Northeastern and South-eastern Trade winds meet in this region.

OR.

State the definition of ocean current.
Answer:
A continuous and regular horizontal movement of ocean water in a fairly defined direction over a great distance on the surface or sub-surface of the ocean is called ocean currents. they are mostly caused by wind direction, rotation of the earth, temperature, salinity and density of ocean water, prsence and location of landmass, etc. Ocean currents are of two types-warm currents and cold currents.

West Bengal Board Class 10 Geography Question Paper 2019

Question 3.
Define waste management.
Answer:
Waste management is the method of collecting wastes scientifically, segregating then, taking steps for recycle, reuse and reduction, so that the ultimate damage or pollution caused by the wastes comes down to the minimum.

OR

What do you mean by radioactive wastes?
Answer:
Radioactive wastes are by-products of various nuclear technology processes. Industries generating radioactive wastes include nuclear medicine, nuclear research, nuclear power, manufacturing, construction, coal and rare-earth mining, nuclear weapons reprocessing, etc, Radioactive wastes include any material that is either intrinsically radioactive or that has been contaminated by radioactivity.

Question 4.
Where is Malnad region located?
Answer:
The Malnad region is located in the western part of the Karnataka plateau. This region is 320km long and 35km wide. It is highly dissected, and have deeply cut valleys.

West Bengal Board Class 10 Geography Question Paper 2019

OR.

Name two watershed regions of India.
Answer:
The main watershed regions of India are :

  • The Himalaya and the Karakoram ranges.
  • The Vindhya-Satpura ranges.
  • The Western Ghats.

Question 5.
What do you mean by millet crops?
Answer:
Millets are a group of highly variable small-seeded grasses, widely grown in India as well as around the world as foodgrains for man and fodder for animals. The millets are hardy grains that can grow well in dry zones as rain-fed crops, under conditions of low soil fertility and low soil moisture. Eg- Jowar, Bajra, Ragi, etc.

OR.

Name one agro-based and one forest-based industries of India.
Answer:

  • Agro-based industries in India: Sugar mills, rice mills, cotton textile industry, edible oil mills, tea industry, coffee industry.
  • Forest-based industries in India: Paper industry, match box and card board industry, rubber industry, furniture industry.

Question 6.
State the definition of satellite imageries.
Answer:
Satellite imageries are photographs of the earth and other planets captured by imaging satellites that are installed in space. These are prepared by reading and representing the signals sent by the satellites with the help of high technological know-how.

West Bengal Board Class 10 Geography Question Paper 2019

OR.

State the use of Representative Fraction (R.F.)
Answer:
Representative Fraction (R.F) is a scale which is represented as a fraction that contains no unit. Hence, it can be used for any unit eg. cm to m or km, inch to feet, etc. It is readable and usable in any country with a unit system suitable to them.

Group-D

4. Give brief explanatory answers

Question 1.
State three differences between ‘Seif dunes’ and ‘Barkhans’
Answer:
Seif dunes

  • The term Seif comes from the Arabian word ‘Seif’ meaning a straight sword.
  • Formed like straight lines parallel to the wind direction
  • They are narrow and straight and look like parallel ridges.
  • They are very long dunes, Width is very less, but height may be a few be hundred metres.

West Bengal Board Class 10 Geography Question Paper 2019 1
Barkhans

  • The term Barkhan comes from the Turkish word ‘Barkhan’ meaning sand mountain.
  • Formed like a curve diagonal or perpendicular to wind direction.
  • They are crescent-shaped dunes. The windward side is convex and the beward side is concave.
  • They are not very huge in size. Widthh lies between 20-30m and height may around 30m.

West Bengal Board Class 10 Geography Question Paper 2019 2
OR.

Briefly explain any three factors to identify the mediterranean climate in Temperature-Rainfall graph.
Answer:
The Mediterranean climate can be identified with the help of the following factors :

  • Average annual temperature remains about 13°- 18°c
  • Average summer temperature is 14°-22°c
  • Average winter temperature is 10°-14°c
  • Average annual rainfall is 35-75cm, which mostly occurs during winter due to the moist westerly winds.

West Bengal Board Class 10 Geography Question Paper 2019

Question 2.
Briefly discuss any three effects of wastes on environment.
Answer:
The effects of wastes on the environment are :

  • Solid wastes lying on the ground for a long time pollute the soil and water of the region. It may spread bad smell and cause air-pollution as well.
  • Chemical wastes coming from pesticides, insecticides, etc. Tend to reduce nitrogen content of the soil and reduce fertility. Numerous animals and microorganisms may get killed, and land may gradualy become unproductive.
  • Accumulation of wastes in rivers, lakes, ponds, oceans, etc. cause death of numerous aquatic plants and animals. Fishes may loose their reproductive capacity. Water ecosystems may get disrupted.
  • Wastes disposed on grounds change the chemical properties of soils. Soils may become acidic and salty and unfit for vegetation growth.

OR.

Briefly discuss the role of students in waste management from any three perspectives.
Answer:
Effective waste management is best achieved at household level, and students can take an active role in this process. They can take up the following steps-

i. Reduce waste creation :

  • Use towels and ceramic plates instead of paper napkins and disoposable plates.
  • Use biodegradable shopping bags instead of plastic bags.

ii. Reuse things :

  • Use old clothes, old toys, books, etc. from elders.
  • Make innovative items from discarded things Eg- Penstand from soda cans, Rags from old clothes.

West Bengal Board Class 10 Geography Question Paper 2019

iii. Cleaning programmes :

  • Awareness camps and demonstration programms regarding garbage disposal.
  • Schools can arrange groups of students for regular survey, Whether the local people are following cleaning and garbage disposal systems or not.

Question 3.
Mention three differences about characteristic features of tropical evergreen and tropical deciduous vegetation of India.
Answer:

Tropical Evergreen forests Tropical deciduous forest
i. Tropical evergreen forests are very dense. i. Tropical deciduous forests are compartively less dense.
ii. The trees are very tall and highly branched. ii. The trees are moderately tall and branched.
iii. The trees do not shed their leaves altogether in one season. Thus the forest appears green throughout the year. iii. The trees shed their leaves together in the dry season, hence the name deciduous.
iv. The leaves of the trees create a canopy over the head of the forest and allow very little sunlight to penetrate the forest. iv. The leaves of the trees are comparatively smaller in size, hence do not create a canopy over the head of the forest. Hence, the forests receives sufficient sunlight.

OR.

Explain with examples the influence of raw materials on the developments of industries in India.
Answer:
Development of industries in any region is dependent upon various factors. Raw materials is one of them.

a. Availability of a certain raw material in a region determines the development of a particular industry in that region. Eg-Availability of coal and iron are along with other necessary raw materials in the Asansol-Durgapur belt has helped in the growth of iron and steel industry in that region.

b. Unless the particular raw material is available in a particular region, the related industry cannot grow, even if all other necessary things are available. Eg-Sugar industry cannot develop in Rajasthan due to unavailability of sugarcane in the vicinity.

West Bengal Board Class 10 Geography Question Paper 2019

c. Nature of raw materials determines the location of the industry. Eg-Sugar mills must be located near the sugarcane producing regions, so that the canes can be moved to the mills very fast. If the raw materials are pure, like cotton industry can be located at the source of raw materials or at the market.

Question 4.
Briefly discuss about three main characteristic features of satellite imageries.
Answer:
The characteristic features of satellite imageries are :

  • They can supply complete weather information and imagery of a full hemisphere at a time.
  • Imageries can also be obtained in segments for detailed descriptions.
  • They help in resource surveys, for eg-locating huge collection of fishes in ocean water, monitoring agricultural yields, etc.
  • The informations collected by satellite imageries is digital, that can be easily analysed by computers.

OR.

Mention the merits and demerits of remote sensing.
Answer:
The merits of remote sensing are :

  • Remote sensing helps to conduct surveys of regions from very long distances with the help of satellites, without coming in physical contact with the region.
  • Surveys can be easily conducted during day or night time and on any kind of terrain.
  • Most of the work in remote sensing is done with the help of computers and other sophisticated machines, Hence, very little man-power is required.

West Bengal Board Class 10 Geography Question Paper 2019

The demerits of remote sensing are :

  • Remote sensing is a very expensive affair, as it includes use of highly sophisticated computers and machineries and satellite services.
  • Remote sensing requires a special kind of training to analyse the images. Hence the images are not readable or usable for common people.
  • Sometimes large scale engineering maps cannot be prepared from satellite data which makes remote sensing data collection incomplete.

Group-E.

5. Answer any two questions from the following :

Question 1.
Describe with sketches three major landforms developed by erosional work of rivers.
Answer:
The different landforms developed by the erosional works of rivers are :

i. Gorge or V-shaped valley: In the upper course of the river, the down-cutting force is much more than lateral of side-cutting force of erosion. Hence the channel develops more depth than width, and takes the shape of a V-shaped valley.

ii Canyon or I-shaped valley: When the river flows through an arid region made up of nonresistant rocks, most of its energy is spent in down-cutting rather than widening of the valley. Thus the valley takes the shape of an ‘I’-shaped valley.
West Bengal Board Class 10 Geography Question Paper 2019 3

iii. Pot holes: Round disc-like depressions curved by the swirling water and rock fragments on the bed or floor of the river are called pot holes.
West Bengal Board Class 10 Geography Question Paper 2019 4

iv. Waterfalls : When water of the river falls freely from a height due to very steep slope, it is called a waterfall. They are further classified into rapids, cataracts and cascades.
West Bengal Board Class 10 Geography Question Paper 2019 5

West Bengal Board Class 10 Geography Question Paper 2019

Question 2.
Explain the factors responsible for the formation of equatorial low pressure belt and polar high pressure belts.
Answer:
The factors responsible for the formation of equatorial low pressure belt are:

  • The sun gives its maximum heat to this region through perpendicular rays. Hence, air gets heated, lightened and rises up.
  • Presence of huge water bodies and much heat leads to high rates of evaporation. The air gets filled with water vapour and becomes light.
  • Rotation of the earth tends to deflect air due to coriolis force.
  • Presence of vast forests add up to water vapour in the air due to transpiration.

The factors responsible for the formation of polar high pressure belts are :

  • The sun gives the most inclined rays to the polar regions. Heat is very less, hence the air is very cold and heavy.
  • There is very less water vapour in the air, as the rate of evaporation is very less.
  • Some air from the adjacent sub-polar low pressure belts rise and descend towards the poles, and increase the density of air over there.

Question 3.
Give an account of occurance of orographic rainfall with suitable example and diagram.
Answer:
Orographic rainfall is typically found in hilly and mountainous regions. When the moisture lader winds blowing from the sea strike against mountains, the humid winds rise up along the windward slope.

As they rise, they cool down and bring heavy rainfall to the windward slope. Such a rainfall caused due to hindrance or obstruction by a mountain is called orographic or relief rainfall. (‘Oro’-greek word meaning mountain).
West Bengal Board Class 10 Geography Question Paper 2019 6

Question 4.
Explain the causes responsible for the development of high tides and ebb.
Answer:
The causes responsible for the development of high tides and ebb tides are :
i. Gravitational pull of the moon: Although both the sun and the moon exert gravitational force on the earth the sun’s force is only 46% of that of the moon, due to its large distance from the earth compared to the moon. Hence, the moon’s influence on the tides is twice as strong as that of the sun.

The water of the earth nearest to the moon is pulled by its gravitational force. This makes the water on this side bulge, causing high tide. Waters on the opposite side also experience high tides at a comparatively lower scale. The areas perpendicular to these areas of high tide experience ebbs or low tides.

West Bengal Board Class 10 Geography Question Paper 2019

ii. Effect of centrifugal force for rotation of the earth: Rotation of the earth causes generation of centrifugal force. Which tends to throw the waters outwards. This causes the rise of water as tides. The regions lying perpendicular to the regions of high tides experience ebbs or low tides.

iii. Gravitational pull of the sun: The sun also helps to cause tides. When it lies in the same side as the moon, it causes very big tides. When the sun lies in the opposite direction to the moon, it causes weaker tides.

2. Answer any two questions from the following :

Question 1.
State the differences between the physical characteristics of North and South Indian rivers.
Answer:
The differences between the physical characteristics of the North and South Indian rivers are :

North Indian Rivers South Indian Rivers
1. The North Indian rivers originate from the Himalayan range. Hence they are both rainfed and snowfed. 1. The South Indian rivers originate from the plateau region. Hence they are only rainfed.
2. The rivers are perennial, as they are both rainfed and snowfed. 2. The rivers tend to dry up in the dry season. Hence, they are non-perennial.
3. Most of the rivers exhibit their upper, middle and lower courses. Hence, they are ideal rivers. 3. Most of the rivers do not exhibit the three courses prominently. Hence, they are not ideal rivers.
4. The rivers are very long. They form ‘V’ and ‘I’-shaped valleys in the upper course. 4. The rivers are not very long. They mostly run through rugged regions and form less deep valleys.
5. The rivers are navigable in the middle and lower courses as the rivers are perennial and these regions have very gentle slope. 5. The rivers are not navigable as they are non perennial, and flow over rugged terrain.
6. These rivers have more number of tributaries. 6. These rivers have less number of tributaries.
7. These rivers carry a huge amount of silt and hence form big deltas at their mouth. 7. These rivers carry comparatively lower amount of silt, and hence form smaller deltas.

Question 2.
Give a brief account of alluvial and black soils of India.
Answer:

Alluvial soil Black soil
1. Formed by deposition of sand, silt clay and organic matter brought down and deposited by rivers. 1. Formed by weathering of basalt rocks.
2. The colour of the soil varies from lightbrown to dark-grey. 2. The colour of the soil varies from black to dark-brown.
3. Found in the river valleys of India, especially along the middle and lower courses. 3 . Found in the plateau region of Maharashtra, parts of Gujarat and Madhya Pradesh, parts of Andhra Pradesh, Karnataka and Tamil Nadu.
4. Alluvial soil is best for growing crops like rice, wheat, sugarcane, jute, etc. 4. Block soil is best for growing crops like cotton, tobacco, jowar, wheat, etc.

Question 3.
State favourable physical conditions required for cultivation of wheat.
Answer:
The favourable physical conditions required for cultivation of wheat are :

  • Temperature: Wheat prefers temperature around 155°c. The temperature should be low at the time of sowing, but as the time of harvesting approaches, higher temperature (about 21°c-26°c) is required for ripening of the crop.
  • Rainfall: Wheat thrives well in areas receiving an annual rainfall of about 75cm – 100 cm. In areas receiving rainfall less then 50cm, the deficiency is recovered by irrigation.
  • Frost: There should be atleast 100 frost-free days. Long gloomy or foggy weather is harmful for crop.
  • Soil: Chernozem is the best suited soil for wheat. It also grows well in light clayey or heavy loamy soil.
  • Land: Wheat grows well in well-drained slightly rolling plains

West Bengal Board Class 10 Geography Question Paper 2019

Question 4.
Discuss the importance of transportation system in India.
Answer
The importance of transportation system in India are –

  • Transport system helps in moving agricultural products, industrial raw materials, finished manufactured goods, etc to the required regions.
  • In helps in transportation of labor and other necessary things for the development of agricultural, industrial and other sectors.
  • It makes different products available to all the corners of the country, so that uniform development can be made possible.
  • It helps in growth of new towns and bigger cities and hence brings about urbanisation.
  • It helps to remove regional disparities and inequalities.
  • It makes administrative works easier.
  • It helps to raise the National Income and bring about socio-economic development of the country.

Group-F.

Locate the following with appropriate symbols and names on the given outline map of India. Attach the map with the answer script.

1. Vindhya mountain
2. Loktak Lake
3. River Mahanadi
4. One-rainshadow region
5. One mangrove forest region.
6. One desert soil region.
7. One sugarcane producing region of north India.
8. One heavy engineering industrial centre of eastern India.
9. Vishakhapathnam Port.
10. A megacity of western coast.
West Bengal Board Class 10 Geography Question Paper 2020

OR
Answer any ten of the following questions :

1 Name the longest river of South India.
Answer: Godavari.

2 Which is the largest lagoon in the eastern coast of India?
Answer: Chilika lake in Odisha.

3 Name one tributary of Indus that flows through Punjab plain.
Answer: River Sutlej.

4 In which month kalbaisakhi occurs in India?
Answer: April-May.

5 Name a state having laterite soil.
Answer: Karnataka, Kerala, Madhya Pradesh.

West Bengal Board Class 10 Geography Question Paper 2019

6 What type of natural vegetation grows on saline soil of India?
Answer: Mangrove vegetation.

7 Name one plantation crop produced in India.
Answer: Tea, coffee.

8 Where is the largest petro-chemical industry of India located?
Answer: Gujarat.

9 Name the most populous state of India according to 2011 census.
Answer: Uttar Pradesh.

10 What is the name of the international Airport of West Bengal.
Answer: Netaji Subhas Chandra Bose International Airport.

11 What are the dry river vallays of the deserts called?
Answer: Wadis.

12 In which layer of the atmosphere, disturbances are found?
Answer: Troposphere.

West Bengal Board Class 10 Geography Question Paper 2019

13 Name the highest peak of South India.
Answer: Dodabetta Peak.

14 Name and iron and steel industrial centre of West Bengal.
Answer: Kulti, Burnpur, Durgapur.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

by

Detailed explanations in West Bengal Board Class 10 History Book Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations offer valuable context and analysis.

WBBSE Class 10 History Chapter 6 Question Answer – Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Class 10 History Chapter 6 Question Answer WBBSE – Very Short Answer Questions (1 Mark)

Question 1.
What was the weakness of the peasants’ movement in India during the nineteenth century?
Answer:
Major weakness of the peasants movement of the nineteenth century was that they lacked unity and failed to grasp the real significance of colonialism.

Question 2.
What was the characteristic feature of the peasants’ movement in the twentieth century ?
Answer:
The characteristic feature of the peasants’ movement in the twentieth century was that as there was the emergence of political parties the discontent of the peasants merged with general anti-imperialist movement against the British.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 3.
What were the features of the anti-Partition agitation?
Answer:
The three main features of the anti-Partition agitation were Boycott, Swadeshi and National Education.

Question 4.
What was the major weakness of the anti-Partition agitation
Answer:
Despite its popular character the anti-Partition agitation was largely confined to the urban middle class.

Question 5.
Did any Leftist leadership of the peasants emerge during the anti-Partition agitation ?
Answer:
As Left politics was yet to emerge there was hardly any question of Leftist leadership of peasants during the anti-Partition agitation.

Question 6.
What was the relation between the Indian National Congress and the peasants’ movement during the Non Co-operation Movement ?
Answer:
With the support of the Congress leaders like Madan Mohan Malviya, Jawaharlal Nehru, Vallabhbhai Patel the movement of the peasantry became a part of the national struggle for independence during the Non Co-operation Movement.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 7.
Who did initiate the process of organizing peasants on modern lines ?
Answer:
It was the members of the Home Rule League who initiated the process of organizing the Indian peasantry on modern lines.

Question 8.
How did the Kisan Sabha come to be established first in the United Province (U.P.) ?
Answer:
It was with the support of Madan Mohan Malviya that Kisan Sabha came into existence in 1918 with the initiative of Gaurisankar Misra and Indra Narayan Dwivedi.

Question 9.
How did the Indian Communists carry on their political activities amongst the peasantry before the formation of CPI ?
Answer:
Prior to the formation of the CPI the Indian Communists began their political activities among the peasantry through the nationalist mainstream, the Congress.

Question 10.
Why did the Eka Movement die an untimely death ?
Answer:
The Eka movement died an untimely death because of the severe repression of the colonial British rulers.

Question 11.
Under whose leadership did the peasants of Bardoli begin Satyagraha ?
Answer:
The peasants of Bardoli began Satyagraha under the leadership of Vallabhbhai Patel.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 12.
Under whose initiative was the Bihar Provincial Kisan Sabha organized ?
Answer:
Economically ruined peasants of Bihar were organized into Bihar Provincial Kisan Sabha under the initiative of Sahajanand Saraswati.

Question 13.
Who were the founders of the Andhra Provincial Ryot’s Association ?
Answer:
In Andhra Pradesh the peasants’ organization named Andhra Pradesh Ryot’s Association came to be established under the initiative of N.G. Ranga and M.B. Naidu.

Question 14.
What was the new type of movement begun by the peasants of U.P. during the Civil Disobedience Movement ?
Answer:
The new type of peasants’ movement that began in U.P. was a call for ‘no-revenue and no-rent’ campaign.

Question 15.
Why is the second phase of the Civil Disobedience Momeve- ment in U.P. important ?
Answer:
The second phase of the Civil Disobedience Movement in U.P. was important because at that time people of the countryside were also drawn into the Congress agitation.

Question 16.
I Was the first left-wing peasants’ organization exclusively consisted of peasants ?
Answer:
The Indian Left-wingers initially did not conceive of an organization exclusively of the peasants, rather it was bracketed with workers.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 17.
What was the opinion expressed by R.S. Nimbkar, a veteran Communist leader, regarding the Bardoli Satyagraha of the peasants ?
Answer:
In the opinion of Nimbkar the Bardoli Satyagraha was an anti imperialist struggle of mixed classes of people, not exclusively of the peasants.

Question 18.
I Was the agrarian policy adopted by the Congress Socialists more radical than that of the Congress ?
Answer:
It is quite evident from the resolutions adopted by the Congress Socialists that the demands put forward by them were more radical than those of the Congress.

Question 19.
Mention an important aspect of the Quit India Movement.
Answer:
An important aspect of the Quit India Movement was that it did not assume the character of anti-landlordism.

Question 20.
In what way was the Quit India Movement different from the earlier movements in so far as the peasantry was concerned?
Answer:
Unlike the mass agitation launched by the Congress in 1920 and 1930 the peasantry was in no mood to undertake ‘no-rent, no-revenue’ campaign.

Question 21.
Which was the first peasant organization of the Communists?
Answer:
The All India Kisan Sabha (AIKS) set up in 1936 was the first peasant organization of the Communists on an all-India basis.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 22.
On what ground the Congress did not lend its blessings to the AU India Kisan Sabha set up by the Communists?
Answer:
The Congress leadership refused to give its blessings to the AIKS declaring at its Haripura Session (1938) that ‘Congress itself is in the main a kisan organization’.

Question 23.
When did the working class as it is understood today emerge in india?
Answer:
It was not before the second half of the nineteenth century that working class, as understood today, made their appearance in India.

Question 24.
How did the Congress react to the Partition of Bengal?
Answer:
The Benaras Session of the Congress (1905) made an emphatic protest against the Partition of Bengal as also the repressive measures adopted by the colonial British Government towards the protesters.

Question 25.
Mention a significant feature of the working class movement during the Non Co-operation Movement.
Answer:
A significant feature of the working class movement during that period was, the working class set up its own organization on an all India basis to defend its class rights.

Question 26.
Which was the first trade union proper in India?
Answer:
The Madras Labour Union set up by B.P. Wadia in 1918 was the first trade union proper in india.

Question 27.
How did the Congress assist the All India Trade Union Congress?
Answer:
In order to assist the AITUC the Congress formed a committee consisting of some prominent Congress leaders.

Question 28.
How did the Socialist influence in Indian politics strengthen the working class movement ?
Answer:
Various Socialist and Communist groups that had emerged in the meantime in different places were engaged in organizing labour movements.

Question 29.
Why was the Workers’ and Peasants’ Party important?
Answer:
The WPP was important because some of its units in different provinces emerged as the political party of the working class.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 30.
Would you say that during the Civil Disobedience the working class movement gained a foot-hold in the political thinking of the country?
Answer:
Indeed, it is evident from the fact that the workers all over the country participated in the Civil Disobedience Movement.

Question 31.
What step did the British take to stem the tide of Communist influence on the workers.
Answer:
In order to hold back the growth of Communist influence the British Government put under arrests all the leading Communist and trade union leaders.

Question 32.
Why did the trade union movement register a phenomenal rise between 1937 and 1939?
Answer:
The pro-labour attitude of the Congress ministries (formed in 1937) in the provincial level served as an encouragement to the trade union activities.

Question 33.
What was the impact of the arrests of Gandhìji and other national leaders in 1942 on the working class of the country?
Answer:
As the news of the arrests spread workers of various places of the country went on strikes and hartals that lasted for a week.

Question 34.
Why did the Communists dissociate themselves from the Quit India Movement?
Answer:
The Communists, following the “People’s War” line dissociated themselves from the Quit India Movement.

Question 35.
How did the Socialist ideas initially percolate in India?
Answer:
Socialist ideas in India percolated initially througt the Indian soldiers who returned home from the theatres of the First World War.

Question 36.
Why were Nehru and Subhas deeply inspired by the Socialist ideas even remaining within the Congress?
Answer:
The reason for their Socialist leanings even remaining within the Congress fold was the realization that it was meaningless to have political freedom without achieving economic freedom.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 37.
For what did the indian independence League pressurize congress and Gandhiji?
Answer:
The Indian independence League pressurized the congress and gandhiji to start movement for the attainment of Poorna Swaraj (Complete Independence).

Question 38.
When was the communist party of india initially set up?
Answer:
The Communist Party of india was first formed in 1925 at tashkent (in erstwhile USSR).

Question 39.
What was the Impact of the Meerut Conspiracy Case on the Indian Communists?
Answer:
The Meerut Conspiracy case of 1929 gave a severe blow to the activities of the Communists of India.

Question 40.
Give an example to show how M.N. Roy turned a humanist from a Marxist.
Answer:
After India achieved her independnce M.N. Roy abolished the Radical Democratic Party, and founded the new Radical Humanist Association.
WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India Characteristics and Observations 1

Class 10 History Chapter 6 Questions and Answers WBBSE – Short Answer Questions (2 Marks)

Question 1.
How did the peasants participate in the Anti-Partition Movement?
Answer:
Peasants’ participation in the Anti-Partition Movement was very much limited. Yet the Congress leadership did call upon the peasants to start no-rent campaign. Peasants’ disturbances that took place in Assam and Bengal perturbed the British rulers,

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 2.
What was the involvement of the peasants In the Non Co-operation Movement?
Answer:
During the Movement the Indian peasantry also started voicing protests against their various grievances. The first peasants’ movement began at Rae Berili abd Faìzabad in present Uttar Pradesh. The peasants there even stopped paying illegal taxes.

Question 3.
How did the members of the Home Rule League organize the peasants?
Answer:
Members of the Home Rule League initiated the process of organizing the peasantry on modern lines. In United Province the Kisan Sabha was formed first in 1918,

Question 4.
What was the nature of the Eka Movement?
Answer:
In Oudh, in present Uttar Pradesh, the peasants’ movement assumed a significant character. There an armed band of peasants called Ekta or Eka became very active. The peasants took a vow that they would pay only the recorded rent and would not leave when ejected.

Question 5.
How did Baba Ramchandra organize the peasants?
Answer:
In 1920 Baba Ramchandra led a few hundred tenants in Allahabad. He invited the Congress leaders to see for themselves the living condition of the peasants. As a result Jawaharlal Nehru made several visits to the rural areas and developed close contact with the movement.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 6.
What was the Chauri Chaura incident that led to the withdrawal of the Non Co-operation Movement by Gandhiji?
Answer:
The Chaun Chaura incident was that in the village of the same name, near Gorakhpur, in Uttar Pradesh an infuriated mob set the nearby police station on fire. As a result a number of constables were burnt to death. The incident forced Gandhiji to withdraw the Non Co-operation

Question 7.
How was the Bardofi Satyagraha an Important chapter in the freedom movement of India?
Answer:
The Bardoli Satyagraha was an important chapter in the history of the freedom movement. It became a symbol of peasants’ protests in the country. The Satyagraha united a variety of the Indian people irrespective of their caste, creed or religion.

Question 8.
How did the Civil Disobedience Movement encourage the peasants’ movement?
Answer:
The Civil Disobedience Movement encouraged the peasants to launch a movement against the British administrators of India. Theirs was a new type of movement. The peasants resorted to ‘no-revenue and no-rent’.

Question 9.
Why did the Leftists form the Peasants’ and Workers’ Party?
Answer:
The Leftists initially did not conceive of an exclusively peasants’ organization. Rather it was bracketed with ‘workers’. Thus the Workers’ and Peasants’ Party came into existence by early 1927, and the Party initially functioned as a left-wing within the Congress.

Question 10.
How was the Indian peasantry mobilized under the Congress provincial ministries formed after the election of 1937 ?
Answer:
The Congress ministries formed in different provinces introduced legislations which gave at least some relief to the peasantry. This was an opportunity for the mobilization of the peasantry. The peasants either came out in open support for the legislation or demanded changes in it.

Question 11.
How did the Communists form their exclusive peasants’ organization?
Answer:
The Communists used the organizational strength of the Congress and the Congress Socialists to augment their influence on the peasantry. This was how the Communist workers laid the foundation of their peasant organization named All India Kisan Sabha in 1936.

Question 12.
Did the Congress openly support the workers’ movement during the anti-Partition Movement?
Answer:
The Congress as an organization did not corne out in open to support the workers’ movement during the anti-Partition Agitation. Yet many of the Congress leaders enthusiastically supported the labour strikes and formation of trade unions. Aswinilcumar Banerjee, Premtosh Bose and others were active in large number of strikes.

Question 13.
In what ways did the working class movement in India enter a new phase at the end of the World War I?
Answer:
By the time the First World War ended the industrial labourers had become conscious about the effective weapon of strike in filling their various demands. Further, the working class could not stay away from the mass awakening created by the participation of Gandhiji in the national freedom struggle.

Question 14.
How did the Congress lead the workers during the Civil Disobedience Movement?
Answer:
During the Civil Disobedience Movement the Congress raised the slogan that workers and peasants are the hands and feet of the Congress. Besides, the Great Indian Peninsular (Gil’) Railwaymen’s Union undertook Satyagraha in support of Gandhiji’s breaking of the Sait Law.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 15.
How did the workers of the country react to the arrest of Gandhiji during the Quit India Movement?
Answer:
As the news of the arrests of most of the prominent national leaders including Gandhiji spread a tumult of protest was raised. Workers of different places of the country went on strikes and hartals that lasted for a week. In some of the places the strikes continued for a longer period.

Question 16.
What was the reason for the leftist leaning of Nehru and Subhas even remaining within the Congress?
Answer:
The reason was their realization that it was meaningless to have political freedom without achieving economic freedom. Explaining his position as a ‘socialist’ Nehru said that he had become attracted to socialism considering the situation in India. Subhas, another socialist regretted that in a favourable situation in the 30s of the twentieth century congress showed no interest

Question 17.
What was the Meerut Conspiracy Case instituted against the Communists ?
Answer:
In the wake of the anti-Simon agitation the Communists organized large scale strikes of the industrial labour force. The British Government felt that the strikes and the labour agitation were all due to the machination of the Communists. Under such a Situation the British Government arrested all the prominent Communist labour leaders and the Mcerut Conspiracy Case lodged against them.

Question 18.
What was the People’s War line as adopted by the Communist Party during the Quit India Movement?
Answer:
Hitler’s attack on the Soviet Union became a turning point for the Indian Communists. The attack on the Soviet Union was considered as the war against the people and hence the “People’s War” line. Following the line the Communist Party asked its cadres to stay away from the Quit India Movement.

WBBSE Class 10 History Chapter 6 Questions and Answers – Analytical Answer Questions (4 Marks)

Question 1.
How during the twentieth century the peasant movement overcome most of the weaknesses ?
Answer:
Peasants’ movements were not rare in India prior to the twentieth century. But at that time the movements suffered from several weaknesses. As time rolled on it was possible to overcome the weaknesses.

  • During the nineteenth century the Indian peasants had displayed enough courage and organizational ability. Yet they lacked unity and failed to grasp the real significance of colonialism.
  • In the twentieth century the peasants could overcome most of the weaknesses of the peasant movement.
  • With the emergence of political parties the discontent of the peasants was merged with general anti-imperialist movement against the British.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 2.
What was the nature of the participation of the peasants in the anti-Partition agitation ?
Answer:
The anti-partition movement assumed an all-India character in which different classes of people participated.

  • Despite the popular character of the anti-partition movement it must be admitted that it was largely confined to the urban middle class.
  • The peasants’ participation was very much limited. Indeed, the Congress leadership did call upon the peasants to start a no-rent campaign.
  • The participation of peasants during the anti-Partition movement was no less significant. The indigo peasants of Champaran in Bthar rose in rebellion.
  • Peasants’ disturbances took place in Assam and Mymensingh (in present Bangladesh). The Muslim peasants of Barisal (in present Bangladesh) were led by Aswini Kumar Datta.
  • The Left politics did not emerge in India during the anti-Partition movement. As such there was no question of the Leftists’ leadership amongst the peasants.

Question 3.
How did the Congress help the peasantry to participate in the Non Co-operation Movement?
Answer:
At the call of Gandhiji lakhs of people all over the country joined the Non Co-operation Movement. During the movement the Indian peasantry also started voicing their protests against various acts of injustice done to them.

a. The Non Co-operation Movement encouraged the peasantry to align them with it. With the support of the Congress leaders like Madan Mohan
Malviya, Jawaharlal Nehru, Vallabhbhai Patel and others the movement of the peasantry became a part of the national struggle for independence.

b. The members of the Home Rule League, who were really the supporters of the Indian National Congress, initiated the process of organizing the peasants on modern lines.

c. U.P. (United Province) was the province where Kisan Sabha was formed first. In fact, with the support of Madan Mohan Malviya Kisan Sabhc came into existence in 1918 by the initiative of Gaurisankar Misra and Indra Narayan Dwivedi. Formed in 1918 the Kisczn Sabha moved from strength to strength as years rolled on. During the Non Co-operation Movement it became difficult to distinguish between a Non Cooperation meeting and a Kisan Sabha gathering.

Question 4.
What was the Eka Movement?
Answer:
During the Non Co-operation days peasant discontent surfaced in the districts of Hardoi, Sitapur and the adjoining areas of present Uttaranchal. The movement grew under the name Ekta or Eka movement, literally meaning unity movement.

  • The main grievance of the peasants under the Eka movement was the extraction of rent at a higher rate.
  • Oppressions of the rent-collectors or the thikadars, as they were called constituted another cause of the peasants’ grievence.
  • The Eka rebels took a vow in the name of religion that they would not pay the increased part of the revenue. They would pay only the recorded rent. They also vowed that they would refuse to do forced labour and shall not leave the land when ejected.
  • The Eka movement was led by Passi Madari and Sahreb and other leaders who belonged to the lower caste.
  • The Eka rebels accepted the discipline of non-violence as urged upon by the Congress and Khilafat leaders.
  • The Eka movement died an untimely death due to the severe oppressios of the colonial British authorities.

Question 5.
Write in short about the Bardoli Satyagraha.
Answer:
Bardoli Satyagraha was a ‘no-tax’ movement of the peasants of Bardoli in Surat district of Gujarat.

  • Bardoli fell under the Ryotwari land tenure in which the rate of tax used to be revised in every 30 years. 1926 was the year for the revision of tax. It was found that the hike in tax was unprecedented.
  • The peasants of Bardoli under the leadership of Valiabhbhai Patel formally launched the Bardoli Satyagraha on 12 February 1928.
  • The peasants of Bardoli during the Satyagraha in a non-violent and disciplined manner intensified the movement.
  • Alarmed at the attitude of the peasants the British Government as a face-saving device reduced the rate of tax. Thus the movement was a successful one and came to an end in August 1928.
  • Bardoli Satyagraha united a variety of Indian people irrespective of their class, creed and religion. The movement also had the support of all shades of political opinion. It became, indeed, a symbol of peasants’ protest in India.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 6.
What was the importance of Bardoli Satyagraha?
Answer:
The Bardoli Satyagraha is an important chapter in the history of the freedom movement in india.

  • The movement united variety of the indian people irrespective of their class, creed, caste and religion, and thus was a blow to the British misconception of the ‘disunity’ amongst the indians.
  • The movement had the support of all shades of political opinion the ‘moderates, liberals or constitutionalists because of the moderation and discipline the peasants of Bardoli had demonstrated.
  • Bardoli satyagraha became the symbol of peasants’ protests in India.
  • As pointed out by Prof Mndula Mukherjee in her article Bardoli Peasants’ Struggle 1928 that “Bardoli confirmed the Indian people were indeed on the way to becoming a nation.”

Question 7.
What was the nature of peasants’ participation in the Civil Disobeience Movement?
Answer:
Formation of the Congress Ministries in the majority of provinces after the election of 1937 marked the beginning of a new kind of peasant movement.

  • Immediately before the Movement began the different Congress ministries had introduced legislations which aimed at giving some relief to the peasantry.
  • This was an opportunity for the mobilization of the peasantry. The peasants either came out in open support for the legislation or demanded changes in it.
  • An important aspect of the Quit India Movement was that even when the movement had spread from cities to the villages and countryside it did not assume the character of anti-landlordism. Professor Gyanendra Pandey pointed out that this was in marked contrast to the pattern of earlier events.
  • The point may be explained by an example. For instance, unlike the mass agitation launched by the Congress in 1920 and 1930 the peasantry were in no mood to undertake no-rent or no-revenue movement.

Question 8.
Write in short how the Left organized the peasant movement during the Quit India Movement.
Answer:
Immediately before the Quit India call by Gandhiji the Communists used the organizational strength of the Kisan Sabhas of the Congress and the Congress Socialists to augment their influence among the peasantry. This was how the communist workers laid the foundation of their own organization, namely, the All India Kisan Sabha.

  • The All India Kisan Sabha (AIKS) set up in 1936 was the first peasant organization of the Commmunists on an all-India basis.
  • With the model of the Russian Revolution before them the Indian Communists showed greater interest in trade unions rather than the peasant movement.
  • Indeed, a few Congress leaders were associated with the AIKS. Yet the Congress leadership refused to give its blessings to the Sabha, and it declared at the Haripura session of 1938 that the “Congress itself is in the main a kisan organization.”
  • Organizationally, the AIKS was based on provincial Kisan Sabhas, and in some provinces, notably in Bihar, Bengal, UP and Madras the Communists were successful in organizing peasant unrest.
  • The Communists had always wanted to work in active co-operation with the local Congress Committee. In an article published in the National Front P.C. Joshi defended a united front with the Congress so that every kisan struggle could be transformed into a people’s struggle.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 9.
How did the Congress help the working class movement during the Swadeshi upsurge ?
Answer:
Compared to the European countries the working class emerged rather late in India. Again, it was not before the World War I that the working class in India was organized on modern lines.

a. Swadeshi and Boycott, the two weapons of the anti-partition movement were together a landmark in the history of labour movement. Contemporary official survey has described the ‘industrial unrest’ during the period as a marked feature.

b. As regards the relations between the Congress and the labour it may be said that it was by and large indifferent to the question of labour during the early twentieth century when the anti-Partition agitation was going on in fulll swing. Although the Benaras Session of the Congress (1905) made an emphatic protest against the Partition of Bengal.

c. Though Congress as an organization did not come out in open to support the labour movement, many of the Congress leaders enthusiastically supported labour strikes and formation of trade unions.

It has been pointed out by Professor Sunil Kumar Sen that suddenly there was a slump in the nationalist interest in the labour movements after 1908. In some sporadic strikes that occurred in 1908-09 not many nationalist leaders were involved. Moreover, when the nationalist leaders were in jail the workers could not be mobilized in protest strikes.

Question 10.
What was the attitude of the Leftists towards the labour movement ?
Answer:
The anti-partition movement saw the faint beginnings of a socialist leaning among some of the nationalist leaders.

  • In fact, they were imbued with the Marxist ideas that had been developing in Europe.
  • Some extremist leaders openly urged for following the ‘Russian method’ of political general strike in India.
  • The 14 September 1907 edition of Nabasakti openly advocated following the example of the working class movement in Russia when it said : The workers of Russia today are teaching the world the methods of effective protest in times of repression ______ will not Indian workers learn
    from them ?
  • But all this remained a mere lip service as there was no real political strike in the labour intensive establishments (plantations, mines, etc), and it remained limited only to clerks and some Bengali jute mill workers.

Question 11.
What was the role of the Congress in organizing the working class during the Non Co-operation Movement ?
Answer:
The nationalist interest in organizing the labourers remained lukewarm till the inauguration of the Non Co-operation Movement, 1919¬1920. There was a resurgence of working class activities between 1919 and 1922.

  • Formation of the All India Trade Union Congress (AITUC), in 1920, was welcomed by the Congress. Not only that, to assist the AITUC the Congress formed a committee consisting of some prominent Congress leaders at the Gaya session of the Indian National Congress held in 1922.
  • C .R. Das, the President of the Gaya Congress, in his Presidential
    address said that the Congress must ‘take labour and the peasantry in hand and organize them both ’
  • Towards the closing days of Non Co-operation the two Congress leaders led a powerful strike in the East Indian Railway. The strike lasted for a few months (February to April).
  • The Congress leaders, Darsanananda and Viswananda, thought of pressurizing the British through the powerful strike.
  • After 1922 there was again a slump in the working class movement under the leadership of the nationalist leaders and the Congress. The next wave of working class movement was spurred by the Leftists.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 12.
How did the Leftists strengthen the working class movement during the Non Co-operation days ?
Answer:
Socialist influence in Indian politics between 1921 and 1924 definitely strengthened the working class movement.

  • Various socialist and communist groups that had emerged in different places were also engaged in organizing labour movements.
  • Despite British Government’s action restraining the activities of the communists the Workers’ and Peasants’ Party (WPP) was formed in 1927. The initiative was taken by the communist leaders like S.A. Dange, Muzaffar Ahmed, P.C. Joshi and Sohan Singh Josh.
  • Though short-lived the WPP rapidly spread its organisation in the provincial and national levels.
  • Another aspect of the WPP was that it functioned as a left-wing within the Congress. The WPP devoted itself, among other things, to the growth of class consciousness amongst the working class.
  • The objective of the WPP was to strive for a broad anti-imperialist front for the achievement of complete independence with the ultimate aim of establishment of socialism in the independent country.
  • Though the WPP was short-lived, its units in some of the provinces emerged as the political party of the working class.

Question 13.
How did Congress advance the cause of the working class during the Civil Disobedience Movement ?
Answer:
During the Civil Disobedience Movement the labour movement gained a foot-hold in the political thinking of the country. This is evident from the fact that the workers all over the country participated in the Civil Disobedience Movement.

  • During the Civil Disobedience under the leadership of Gandhiji a Communist Party document (1930) admitted that virtually Congress was the only organization which was carrying on the fight against the British imperialism and therefore the workers began to follow the lead of the Congress.
  • Indeed, during the Civil Disobedience the Congress (in Bombay) raised the slogan that “workers and peasants are the hands and feet of the Congress”.
  • The GIP Railwaymen’s Union undertook Satyagraha in support of Gandhiji’s breach of the salt law.
  • Gandhiji’s arrest on 4 May (1930) intensified the labour unrest. The news of his arrest led to a textile strike at Sholapur in Maharashtra.
  • Congress volunteers practically set up something like a parallel government at Sholapur. In some other centres working class movements took various forms during the Civil Disobedience.
  • After the arrests of national leaders the dock-labourers in Karachi, Choolai Mill workers in Madras, Budge Budge mill workers of West Bengal, etc. were very much active and even clashed with police.

Question 14.
How did the Leftists participate in the Civil Disobedience Movement ?
Answer:
Communist influence in the trade union movement became strong in 1928, after a period of slump.

  • In Bombay, the communist-led Gimi Kamgar Union (GKU) organized a massive six-month long strike of the textile workers.
  • Communist influence spread rapidly in Bombay and Bengal to the workers in the railways, paper mills, jute mills, etc.
  • In Madras, the communist influence was strong in the Burma Oil Company.
  • The British Government in India became alarmed at the growing unrest among the workers. It also became thoroughly convinced that the intensive labour movement was all due to the infiltration of socialist and communist ideas propagated to the workers by the Communist Party of India (CPI).
  • In their efforts to hold back the growth of communist influence, the British Government put under arrests all the leading communist and trade union leaders.
  • Subsequently, the labour movement in India weakened due to the split in the AITUC as also due to other factors. Nevertheless, workers participated in the Civil Disobedience Movement all over the country.
  • The textile workers in Sholapur in Maharashtra went on rampage after the British police resorted to firing in order to stop an anti-British procession.
  • During the movement the mill workers of Calcutta, dock labours of Karachi and the mill workers of Madras heroically clashed with the police. The British Government ruthlessly suppressed the insurgents. Many of the workers were sentenced to long-term imprisonment and several others were sentenced to death.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 15.
How did the Congress help the working class movement during the Quit India Movement ?
Answer:
The formation of Congress ministries in different provinces following election in 1937 gave a boost to the working class movement.

  • During the tenure of the Congress ministries between 1937 and 1939 there was a phenomenal rise in the trade union movement. The number of trade unions increased from 271 to 562.
  • It must be pointed out here that the pro-labour attitude of the Congress governments in the provincial level also served as an encouragement to the trade union activities.
  • Even the Congress Working Committee in a resolution adopted expressed solidarity with the Bengal jute workers (1937). The resolution denounced the repressive measures taken on the workers by the non¬Congress provincial ministries of Bengal and Punjab.
  • Another significant feature was that during the period under reference strikes organized by the trade unions mostly ended successfully, with victory of the struggling workers.
  • With the opening of the Quit India Movement most of the prominent national leaders including Gandhiji were arrested. As the news of the arrests spread workers of various places of the country went on strikes and hartals that lasted for a week.
  • Delhi, Lucknow, Jamshedpur, Madras, Bangalore, etc. were some of the main centres of the strikes. The Tata Steel Plant was shut down for thirteen days. In Ahmedabad the textile workers continued the strike for three and half months.

Question 16.
What was the impact of the Leftist ideal on the Congress movement ?
Answer:
During the 20s of the twentieth century the central figures in the resurgent national movement of the time were Jawaharlal Nehru and Subhas Chandra Bose. Both of them were deeply influenced by the Socialist ideas.

a. Apart from the Congressite leftists’ like Nehru and Bose there were many other Congress workers who were wedded to the leftist ideal. For example, Jayprakash Narayan, Achhut Patwabardhan, Minoo Masani, Narendra Deb and others had faith in socialism, yet not all of them were communists or Marxists.

b. However, in 1932, as detainees at the Nasik Central Jail, they all decided to draw up a socialist programme remaining within the Congress fold.

c. After their release this socialist group met at a meeting in Patna under the chairmanship of Acharya Narendra Dev.

d. In October 1934 a larger conference was organized from which was born the All India Congress Socialist Party.

e. The objectives as adopted in the meeting were :

  • All powers to the people who are associated with production,
  • Socialization of industries and all other productive organizations,
  • State control over foreign trade.
  • Abrogation of the zamindary and the raja-maharaja system.
  • Distribution of land to the peasants,
  • State to recognize the right to work
  • Wage to be paid according to one’s need.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 17.
How was the Communist Party of India founded ?
Answer:
It may certainly be taken for granted that the Communist Party of India was first set up at Tashkent (in erstwhile Soviet Union) in October (or November) 1920.

a. Meanwhile various communist groups emerged in different parts of the country such as : in Bengal under the leadership of Muzaffar Ahmed; in Bombay under S.A. Dange and others. Similar groups also came into existence in Lahore (Punjab), Madras and many other places.

b. Attempts to coordinate the activities of the different groups under a central organization, however, did not succeed before 1925.

c. In 1924 efforts to organize a Communist Party received a setback when all the leading communist leaders were apprehended by the British police and brought them to trial under the ‘Kanpur Conspiracy Case’.

d. However, the very next year (1925) a conference was held at Kanpur in which different communist groups participated. It was from this conference that the Communist Party of India (CPI) was born. M.G. Ghate was later appointed its General Secretary.

Question 18.
What was the nature of participation of the Communist Party in the Indian national movement ?
Answer:
From the very beginning the Communist Party’s main form of political work was to organize peasants and workers and to work through them.

a. During the 20s of the twentieth century the communist organizers set up unions and organized strikes in India’s textile, jute and cotton mills, and in the railway workshops. But the greatest success was the strike for over six months by the Communist-led Gimi Kamgar Union in 1928. Such successes, however, were short-lived.

b. The Meerut Conspiracy Case (1929) gave a severe blow to the activities of the communists. But the communists inflicted a deadly blow on themselves by breaking their connection with the Congress.

c. The communist movement, however, was saved as many of the communists refused to stand apart from the Civil Disobedience Movement and actively participated in it.

d. There was a radical change in the situation in 1935 when the communists once again participated in the activities of the Congress.

e. The communists did not participate in the Quit India Movement. It has been pointed out by Professor Satyabrata Rai Chowdhuri that the Indian communists made mistake as regards national policy of the country. In reconciling the events at home with the international communist movement they were accustomed to look to the (erstwhile) Soviet Union rather than the potentialities of the Indian national movement.

Question 19.
What was the contributions of M.N. Roy in the Left Movement ?
Answer:
Narendranath Bhattachaiya is better known in history as M.N. Roy, being the short name for Manabendranath Roy.

  • He was the founder of the Mexican Communist Party as also the Communist Party of India at Tashkent.
  • After travelling widely M.N. Roy arrived in San Francisco in 1916. In America an emissary of Lenin contacted Roy. Lenin invited Roy to participate in the Second World Congress of the Communist International.
  • Sometime later Roy was put in charge of Asian Bureau of Communist International with its headquarters at Tashkent. It was here in Tashkent that the Communist Party of India was formed on 17 October 1920 under Roy’s initiative.
  • Roy came back to India in 1930 under the pseudonym “Dr. Mahmud’. But in 1931 he was apprehended and tried in Kanpur jail on the charge of sedition.
  • After his release in November 1936 M.N. Roy joined the Indian National Congress and simultaneously he organized the League of Radical Congressman. But within a short time he resigned from the Congress due to difference of opinion with the Congress High Command.
  • Later he set up a new party named Radical Democratic Party. Unlike the Communist Party of India Roy and his followers supported the war efforts because they considered declining imperialism as a lesser evil to Fascism, and to Roy Fascism was a menace to mankind.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Class 10 History Chapter 6 Questions and Answers West Bengal Board – Explanatory Answer Questions (8 Marks)

Question 1.
How did the Congress motivate the peasants and workers to participate In the anti-Partition Movement?
Answer:
The anti-partition movement assumed an all-India character in which different classes of people participated. The peasants and workers participated in the movement though in a limited scale.

1. Peasants:

  • Despite the popular character of the anti-partition movement it must be admitted that it was largely confined to the urban middle class.
  • The peasants’ participation was very much limited. Indeed, the Congress leadership did call upon the peasants to start a no-rent campaign.
  • The participation of peasants during the anti-Partition movement was no less significant. The indigo peasants of Champaran in Bihar rose in rebellion.
  • Peasants’ disturbances took place in Assam and Mymensingh (in present Bangladesh). The Muslim peasants of Barisal (in present Bangladesh) were led by Aswini Kumar Datta.

2. Working Class:

Compared to the European countries the working class emerged rather late in India. Again, it was not before the World War I that the working class in India was organized on modern lines.

a. Swadeshi and Boycott, the two weapons of the anti-partition movement were together a landmark in the history of labour movement. Contemporary official survey has described the ‘industrial unrest’ during the period as a marked feature.

b. As regards the relations between the Congress and the labour it may be said that it was by and large indifferent to the question of labour during the early twentieth century when the anti-Partition agitation was going on in fuill swing. Although the Benaras Session of the (1905) made an emphatic protest against the Partition of Bengal.

c. Though Congress as an organization did not come out in open to support the labour movement, many of the Congress leaders enthusiastically supported labour strikes and formation of trade unions.

d. It has been pointed out by Professor Sunil Kumar Sen that suddenly there was a slump in the nationalist interest in the labour movements after 1908. In some sporadic strikes that occurred in 1908-09 not many nationalist leaders were involved. Moreover, when the nationalist leaders were in jail the workers could not be mobilized in protest strikes the Eka movement was led by Passi Madari and Sahreb and other leaders who belonged to the lower caste.

e. The Eka rebels accepted the discipline of non-violence as urged upon by the Congress and Khilafat leaders.

2. Bardoli Satyagraha : Bardoli Satyagraha was a ‘no-tax’ movement of the peasants of Bardoli in Surat district of Gujarat.

  • Bardoli fell under the Ryotwari land tenure in which the rate of tax used to be revised in every 30 years. 1926 was the year for the revision of tax. It was found that the hike in tax was unprecedented.
  • The peasants of Bardoli under the leadership of Vallabhbhai Patel formally launched the Bardoli Satyagraha on 12 February 1928.
  • The peasants of Bardoli during the Satyagraha in a non-violent and disciplined manner intensified the movement.
  • Alarmed at the attitude of the peasants the British Government as a face-saving device reduced the rate of tax. Thus the movement was a successful one and came to an end in August 1928.
  • Bardoli Satyagraha united a variety of Indian people irrespective of their class, creed and religion. The movement also had the support of all shades of political opinion. It became, indeed, a symbol of peasants’ protest in India.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 2.
What was the relations between the Congress and the peasantry during the Non Co-operation and the Civil Disobedience Movements
Answer:
During the periods of Non Co-operation and the Civil Disobedience the discontent of the Indian peasantry was marked by a new feature. The peasants were deeply influenced by the ongoing struggle for national freedom.

1. Non Co-operation Movement : At the call of Gandhiji lakhs of people all over the country joined the movement. During the movement the Indian peasantry also started voicing their protests against various acts of injustice done to them.

a. Meanwhile the Non Co-operation Movement encouraged the peasantry to align them with it. With the support of the Congress leaders like Madan Mohan Malviya, Jawaharlal Nehru, Vallabhbhai Patel and others the movement of the peasantry became a part of the national struggle for independence.

b. The members of the Home Rule League, who were really the supporters of the Indian National Congress, initiated the process of organizing the peasants on modem lines.

c. U.P. (United Province) was the province where Kisan Sabha was formed first. In fact, with the support of Madan Mohan Malviya Kisan Sabha came into existence in 1918 by the initiative of Gaurisankar Misra and Indra Narayan Dwivedi. Formed in 1918 the Kisan Sabha moved from strength to strength as years rolled on.

d. During the Non Co-operation Movement it became difficult to distinguish between a Non Co-operation meeting and a Kisan Sabha gathering.

2. Civil Disobedience Movement: Though Gandhiji was unhappy over the peasants’ plight and protested against the zamindars’ oppressions on them, the Congress as an organization, till 1929 at least, was not tactically prepared to take the side of the peasants and thereby come into open conflict with the zamindars. However, the Indian peasantry during the 1930s really built up organization relying upon own strength.

a. The Great Depression of 1929 adversely affected the Indian peasantry. Increase in the revenue demand also pressed them very hard. Bardoli Satyagraha created a new enthusiasm amongst the peasantry. All this gave a new impetus to the Indian peasants.

b. Economically ruined peasants of Bihar were organized into Bihar Provincial Kisan Sabha (BPKS) under the initiative of Sahajanand Saraswati in 1929. In course of time Kisan Sabhas were established in other parts of the country as well.

c. The Civil Disobedience Movement by Congress, under the leadership of Gandhiji, served as an encouragement to peasants’ movement. During the Civil Disobedience years the peasants of U.P. (United Province at that time, later on Uttar Pradesh) began a new type of movement. It was a ‘no-revenue and no-rent’ campaign. It was a double edged weapon against the British.

d. The U.P. Congress passed a resolution to the effect that the national programme should include reduction of land tax. In fact, the peasants were experiencing a financial crisis as the international price of agricultural commodities had fallen. Moreover, with the decline in sale the profit was also reduced. In such a situation the All India Congress Working Committee accepted most of the resolutions passed by the U.P. Congress Committee, which satisfied both the peasants and the zamindars.

e. The second phase of the Civil Disobedience Movement lasted in U.P. until mid-1932. This time the people of the countryside were drawn into the Congress agitation. According to one estimate more than 10,000 Congress volunteers and agitators were convicted in U.P. alone.

f. Above was how the Congress advanced the cause of the Indian peasantry during the course of the Civil Disobedience Movement.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 3.
What was the impact of the Great Depression of 1929 on Indian peasantry ? How did Congress support the peasantry during the Civil Disobedience Movement ?
Answer:
1. Impact of the Great Depression : The Great Depression of 1929 that occurred in the USA impacted the peasants and workers of India. The Great Depresion dealt a severe blow to the impoverished peasantry of India. The British Government instead of scaling down the burden of revenue increased it further causing distress to the peasants. The peasants were further burdened as there was a hike in the prices of manufactured goods. In such a situation while the peasants were forced to pay higher revenue their income fell considerably as an impact of the Great Depression.

2. Civil Disobedience Movement : Though Gandhiji was unhappy over the peasants’ plight and protested against the zamindars’ oppressions on them, the Congress as an organization, till 1929 at least, was not tactically prepared to take the side of the peasants and thereby come into open conflict with the zamindars. However, the Indian peasantry during the 1930s really built up organization relying upon own strength.

a. The Great Depression of 1929 adversely affected the Indian peasantry. Increase in the revenue demand also pressed them very hard. Bardoli Satyagraha created a new enthusiasm amongst the peasantry. All this gave a new impetus to the Indian peasants.

b. Economically ruined peasants of Bihar were organized into Bihar Provincial Kisan Sabha (BPKS) under the initiative of Sahajanand Saraswati in 1929. In course of time Kisan Sabhas were established in other parts of the country as well.

c. The Civil Disobedience Movement by Congress, under the leadership of Gandhiji, served as an encouragement to peasants’ movement. During the Civil Disobedience years the peasants of U.P. (United Province at that time, later on Uttar Pradesh) began a new type of movement. It was a ‘no revenue and no-rent’ campaign. It was a double edged weapon against the British.

d. The U.P. Congress passed a resolution to the effect that the national programme should include reduction of land tax. In fact, the peasants were experiencing a financial crisis as the international price of agricultural commodities had fallen. Moreover, with the decline in sale the profit was also reduced. In such a situation the All India Congress Working Committee accepted most of the resolutions passed by the U.P. Congress Committee, which satisfied both the peasants and the zamindars.

e. The second phase of the Civil Disobedience Movement lasted in U.P. until mid-1932. This time the people of the countryside were drawn into the Congress agitation. According to one estimate more than 10,000 Congress volunteers and agitators were convicted in U.P. alone. Above was how the Congress advanced the cause of the Indian peasantry during the course of the Civil Disobedience Movement.

Question 4.
What was the relation between the Congress and the peasants as also the working class during the Quit India Movement ?
Answer:
1. The Peasants : Immediately before the Quit India Movement began the different provincial Congress ministries had introduced legislations which aimed at giving some relief to the peasantry. This was an opportunity for the mobilization of the peasantry. The peasants either came out in open support for the legislation or demanded changes in it.

An important aspect of the Quit India Movement was that even when the movement had spread from cities to the villages and countryside it did not assume the character of anti-landlordism. Professor Gyanendra Pandey pointed out that this was in marked contrast to the pattern of earlier events. For instance, unlike the mass agitation launched by the Congress in 1920 and 1930 the peasantry were in no mood to undertake no-rent or no-revenue movement (The Indian Nation in 1942 : p4).

2. The Working Class : The formation of Congress ministries in different provinces following election in 1937 gave a boost to the working class movement.

a. In fact, during the tenure of the Congress ministries between 1937 and 1939 there was a phenomenal rise in the trade union movement.

b. During this period the number of trade unions increased from 271 to 562.

c. It must be pointed out here that the pro-labour attitude of the Congress governments in the provincial level also served as an encouragement to the trade union activities. For instance, the Congress governments ensured civil liberties. That is to say, the people, under such governments, had the right to say, think and do what they wanted (as long as they respected other people’s rights).

d. Even the Congress Working Committee in a resolution adopted expressed solidarity with the Bengal jute workers (1937). The resolution denounced the repressive measures taken on the workers by the non Congress provincial ministries of Bengal and Punjab.

e. Another significant feature was that during the period under reference strikes organized by the trade unions mostly ended successfully, with victory of the struggling workers.

f. The Quit India Movement formally began on 9 August with arrests of most of the prominent national leaders including Gandhiji. As the news of the arrests spread workers of various places of the country went on strikes and hartals that lasted for a week. Delhi, Lucknow, Jamshedpur, Madras, Bangalore, etc. were some of the main centres of the strikes. In some places the strikes continued for longer periods. The Tata Steel Plant was shut down for thirteen days. In Ahmedabad the textile workers continued the strike for three and half months.

WBBSE Class 10 History Solutions Chapter 6 Peasant, Working Class and Left Movements in 20th Century India:Characteristics and Observations

Question 5.
What was the nature of participation of the Communist Party in the National Movement ? What was the contributions of M.N.Roy ?
Answer:
1. Nature of Participation of the Communist Party : From the very beginning the Communist Party’s main form of political work was to organize peasants and workers and to work through them.

a. During the 20s of the twentieth century the communist organizers set up unions and organized strikes in India’s textile, jute and cotton mills, and in the railway workshops. But the greatest success was the strike for over six months by the Communist-led Girni Kamgar Union in 1928. Such successes, however, were short-lived.

b. The Meerut Conspiracy Case (1929) gave a severe blow to the activities of the communists. But the communists inflicted a deadly blow on themselves by breaking their connection with the Congress. The communist movement, however, was saved as many of the communists refused to stand apart from the Civil Disobedience Movement and actively participated in it.

c. There was a radical change in the situation in 1935 when the communists once again participated in the activities of the Congress.

d. The communists did not participate in the Quit India Movement. It has been pointed out by Professor Satyabrata Rai Chowdhuri that the Indian communists made mistake as regards national policy of the country. In reconciling the events at home with the international communist movement they were accustomed to look to the (erstwhile) Soviet Union rather than the potentialities of the Indian national movement.

e. However, after Hitler had invaded the Soviet Union in 1941 the Indian communists following the Peoples’ War line suspended all sorts of anti-imperialist activities lest that would weaken the anti-Fascist war efforts. In the thesis the question of India’s independence was subordinated to the victory of the Soviet Union in the World War II.

f. But this was an unreal expectation because the people of India wanted first to become independent with or without the victory of the Soviet Union. This line certainly isolated and discredited the Communist Party of India and the communists were isolated from the peasants and workers.

2. M.N. Roy’s Contributions : Narendranath Bhattacharya is better known in history as M.N. Roy, being the short name for Manabendranath Roy.

a. He was the founder of the Mexican Communist Party as also the Communist Party of India at Tashkent.

b. After travelling widely M.N. Roy arrived in San Francisco in 1916. In America an emissary of Lenin contacted Roy. Lenin invited Roy to participate in the Second World Congress of the Communist International.

c. Sometime later Roy was put in charge of Asian Bureau of Communist International with its headquarters at Tashkent. It was here in Tashkent that the Communist Party of India was formed on 17 October 1920 under Roy’s initiative.

d. Roy came back to India in 1930 under the pseudonym ‘Dr. Mahmud’. But in 1931 he was apprehended and tried in Kanpur jail on the charge of sedition.

e. After his release in November 1936 M.N. Roy joined the Indian National Congress and simultaneously he organized the League of Radical Congressman. But within a short time he resigned from the Congress due to difference of opinion with the Congress High Command.

d. Later he set up a new party named Radical Democratic Party. Unlike the Communist Party of India, Roy and his followers supported the war efforts because they considered declining imperialism as a lesser evil to Fascism, and to Roy Fascism was a menace to mankind.

 

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

by

Well structured WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion can serve as a valuable review tool before exams.

Resistance and Rebellion Class 10 WBBSE MCQ Questions

Multiple Choice Questions (Tick off the correct ones)

Question 1.
The first attempt of the British colonists to establish control over forests was made by :
a. Forest Act of 1864
b. First Charter Act of 1855
c. Forest Act of 1865
d. Forest Act of 1878
Answer:
b First Charter Act of 1855

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Question 2.
The Forest Act of 1878 divided Indian forests into which of the following categories?
a. Two categories
b. Three categories
c. Four categories
d Five categories
Answer:
b. Three categories

Question 3.
Which of the following suffered most as a consequence of the Forest Act?
a. Villagers
b. Agriculturists
c. Jhum cultivators
d. Wood-cutters
Answer:
c. Jhum cultivators

Question 4.
Which of the following is not applicable to the protests of the tribals against the forest laws?
a. Uprising
b. Insurgence
c. Mutiny
d. Rebellion
Answer:
d. Rebellion

Question 5.
Of the following which paved the way for settlement of land revenue on a permanent basis?
a. Gudem revolt
b. Chuar rebellion
C. Rangpur rebellion
d. Santhal rebellion
Answer:
c. Rangpur rebellion

Question 6.
Which of the following ultimately led the Chuars to burst out in rebellion?
a. Oppressions of the British rulers
b. Provision of the sun-set laws
c. Conversion of paikan into rent paying land
d. Levy of high land-revenue
Answer:
c. Conversion of paikan into rent paying land

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Question 7.
Bheels of which of the following areas burst out in rebellion ?
a. Maharashtra
b. State of Dhar
c. Khandesh
d. Gujarat
Answer:
b State of Dhar

Question 8.
Under which of the following leader did the Santhals raise the banner of rebellion?
a. Dursut
b. Chil Naik
c. Hiria
d. Kanu
Answer:
d. Kanu

Question 9.
Of the following those who lent support to the rebel Santhals were :
a. Adivasis
b Local people
C. Chamars
d Carpenters
Answer:
c. Chamars

Question 10.
Of the following who was the leader of the rebel ryots of Rangpur?
a. Debi Singh
b. Dirjinarain
c Kanu
d. Sidhu
Answer:
b Dirjinarain

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Question 11.
Of the following who was the Ijaradar against whom the ryots of Rangpur had a number of grievances?
a. Debi Singh
b. Durjan Singh
c. Dirjinarain
d. Madara Mahato
Answer:
a. Debi Singh

Question 12.
Of the following which section of people burst out in rebellion after the British occupied Khandesh ?
a. Chuar
b. Santhal
c. Kol
d. Bheel
Answer:
d Bheel

Question 13.
Of the following which was the area where the Kol tribals settled?
a. Khandesh
b. Chotonagpur
c. Santhal Parganas
d. Bankura
Answer:
b. Chotonagpur

Question 14.
The Bheel leader who was apprehended by the British was :
a. Durjan Singh
b. Bhalla Singh
c. Nadir Singh
d None of the above
Answer:
c. Nadir Singh

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Question 15.
The Kol rebellion was occasioned by which of the following ?
a. Oppression of the British
b. Oppression of the local zamindars
c. Oppression of the money-lenders
d. Agrarian discontent
Answer:
d. Agrarian discontent

Question 16.
One of the leaders of the Kol rebels was :
a. Kanu
b. Bhundu Bhakat
c. Majnu Shah
d. Birsa Munda
Answer:
b. Bhundu Bhakat

Question 17.
The ultimate goal or objective of the rebel Santhals was :
a. To get rid of the moneylenders
b. To take possession of their habitat
c. To drive out the British officials
d. To bring an end to the British rule
Answer:
d. To bring an end to the British rule

Question 18.
In his youth Birsa Munda earned reputation first as a :
a. Preacher
b. Prophet
c. ‘Healer’
d. Leader
Answer:
c. ‘Healer’

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Question 19.
Of the following what was stated to be the goal of the Mundari movement?
a. Uprooting of the Police stations
b. Independent mundaraj
c. To drive out the British from the area
d. To bring back golden age
Answer:
b. Independent mundaraj

Question 20.
The leader of the Sannyasi rebel was :
a. Bhawani Pathak
b. Majnu Shah
c. Dirjinarain
d. Debi Singh
Answer:
a. Bhawani Pathak

Question 21.
Of the following the rebellion that broke out prior to the Revolt of 1857 was :
a. Kol Rebellion
b. Santhal Rebellion
c. Munda Rebellion
d. Pabna Revolt
Answer:
b. Santhal Rebellion

Question 22.
Of the following rebels who made an attack upon the English officers?
a. The Fakirs of Barisal
b. The Garos of Pagal-Panthi sect
c. The Sannyasis of Burdwan
d. The Santals of Chotonagpur
Answer:
c. The Sannyasis of Burdwan

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Question 23.
Of the following who founded the Pagal-Panthi sect ?
a. Majnu Shah
b. Karam Shah
C. Dirjinarain
d. Debi Singh
Answer:
b. Karam Shah

Question 24.
After the death of Karam Shah the leadership of the Garos of the Pagal-Panthi sect was taken over by :
a. Tipu
b. Majnu Shah
c. Dirjinarain
d. Debi Singh
Answer:
a. Tipu

Question 25.
The real cause of discontent of the Garos of the Pagal-Panthi sect was :
a. Oppressions of the British soldiers
b. Oppressions of the local zamindar
c. Oppressions of the thikadars
d. Tax levied became unbearable
Answer:
d. Tax levied became unbearable

Question 26.
Of the following who was the founder of the Wahabi Movement?
a. Haji Shariatullah
b. Syed Ahmed Barelvi
c. Abdul Wahab of Najd
d. Mir Nisar Ali
Answer:
c. Abdul Wahab of Najd

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Question 27.
Of the following who carried the Wahabi Movement to Bengal ?
a. Haji Shariatullah
b. Syed Ahmed Barelvi
c. Abdul Wahab of Najd
d. Mir Nisar Ali
Answer:
d. Mir Nisar Ali

Question 28.
Of the following who built the fortress with bamboo and mud?
a. Haji Shariatullah
b. Syed Ahmed Barelvi
c. Abdul Wahab of Najd
d. Titumir
Answer:
d. Titumir

Question 29.
The real founder the the Wahabi Movement in India was :
a. Haji Shariatullah
b. Syed Ahmed Barelvi
c. Abdul Wahab of Najd
d. Mir Nisar Ali
Answer:
b. Syed Ahmed Barelvi

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Question 30.
In which of the following years did the Barasat Rebellion break out ?
a. 1827
b. 1830
c. 1831
d. 1835
Answer:
c. 1831

Question 31.
In which of the following places did the Indigo Rebellion break out first?
a. Pura
b. Nadia
c. Barasat
d. Chaugacha
Answer:
d. Chaugacha

Question 32.
The foremost of the leaders of the Indigo Rebellion of Bengal was :
a. Ramratan Mallick
b. Mahesh Chandra Chattopadhyay
c. Digambar Biswas
d. Harish Chandra Mukhopadhyay
Answer:
c. Digambar Biswas

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Question 33.
Outside Bengal the centre of the Indigo Rebellion was :
a. Rajgir
b. Champaran
c. Nadia
d. Darbhanga
Answer:
b. Champaran

Question 34.
Of the following peasants’ revolt the one that broke out due to enhancement of rent by the zamindars was :
a. Santhal Rebellion
b. Indigo Rebellion
c. Wahabi Movement
d. Pabna Revolt
Answer:
d. Pabna Revolt

Tick off True or False

1. The Forest Charter of 1855 made the teak wood government property.
Answer: True

2. The Forest Acts meant immense hardship to the urban people.
Answer: False

3. The Forest laws adversely affected the jhum cultivators.
Answer: True

4. The tribals protested against the Forest Acts by taking by illegally violating the provisions of the law.
Answer: True

5. An ‘uprising’ may be described as a protest against authority in a non-violent manner.
Answer: False

6. Revolution brings about fundamental changes.
Answer: True

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

7. Rangpur Revolt was basically a protest of the zamindars against the imposition of high rate of revenue by the colonial government.
Answer: False

8. Debi Singh, the revenue-collector of Rangpur, forced the ryots to pay land-revenue at an increased rate.
Answer: True

9. The protest of the tribals against the Forest Acts may be termed as ‘revolution’.
Answer: False

10. Rangpur Revolt basically was a protest of the peasants of Rangpur against the oppressions of the zamindar.
Answer: False

11. The ryots of Rangpur were forced to raise the banner of rebellion as the petitions sent to the district authorities for redressal of their grievances received no attention.
Answer: True

12. The tribal community of India as distinguished from the peasantry were not really peasants.
Answer: False

13. The Chuars were the tribals living in the territorial limits of south-west Bankura, north-west Medinipur.
Answer: True

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

14. As the Chuars were basically peasants they did not align themselves with Durjan Singh who was a zamindar.
Answer: False

15. The Chuars acted as the private army or paik of the zamindars and as such enjoyed rent-free land, i.e. paikan.
Answer: True

16. The Bheels of Khandesh resorted to plunder and loot of rich landholders in their vicinity.
Answer: True

17. Of the insurgent Bheel leaders mention may be made of Durjan Singh.
Answer: False

18. The Kol tribesmen grew restive over the increasing encroachment on tribal territories by the non-tribals like Jats and moneylenders.
Answer: False

19. In 1832 there were clashes between the British armed forces and the Kol rebels.
Answer: True

20. In their fight against the British soldiers the Kol tribesmen were joined by other tribesmen like Oraon, Ho and others.
Answer: True

21. Being unable to get justice through the law courts the Santhals took up arms against the British and their agents.
Answer: True

22. In Santali language the term hool means rebellion as such the Santhal rebellion is also known as Santhal Hool.
Answer: True

23. The Santhal Hool spread like wildfire before the British surrendered to the Santhals after a month-long battle.
Answer: False

24. The Santhal rebellion was the first organized resistance of the kind against the feudal oppressors.
Answer: True

25. Birsa the ‘healer’, the miracle-worker and preacher grew into a prophet.
Answer: True

26. The ancient system of forced labour was known as beth-begari among the tribals.
Answer: False

27. In the first stage of his career Birsa, as a preacher, predicted the coming of a golden age.
Answer: True

28. The Ulghulan or great revolt of the Mundas began when Birsa called upon his fellowmen to ‘rise, drive out or slay all the foreignets’.
Answer: True

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

29. The main centres of the Santhal Hool were Tamar, Tepa gand Khuti of the Ranchi district (in present Jharkhand)
Answer: True

30. Legal rights on land that the Mundas derived through the fool was an important outcome.
Answer: True

31. The characterisíic feature of the Mundari movement lies in the fact that the ideal of an independent Mundaraj set forth by Birsa was basically anti-British.
Answer: True

32. As a consequence of the Mundari movement the colonial British government in India was compelled to intratyce certain economic reforms.
Answer: False

33. The rebel sannyasis were led by Bhawani Pathak.
Answer: True

34. The leader of The rebellious fakirs was Dirji Shah
Answer: False

35. The Sannyasi and Fakir rebellions proceeded along two phases, namely, before and after the Bengal Famine
Answer: True

36. The British rulers imposed ban on the movement of the Sannyasis and Fakirs.
Answer: True

37. Breakdown of the economy of Bengal that led to the economic distress provoked the Sannyasis and Fakirs to burst out in rebellion.
Answer: True

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

38. The Pagal-Panthi religious sect was founded by a mendicant named Majnu Shah.
Answer: False

39. The Garos of the Pagal-Panthi sect burst out in rebellion against the oppressions of the zamindar of Sherpur.
Answer: True

40. The founder of the Ferazi community in Bengal was Haji Shariatullah.
Answer: True

41. The founder of the Wahabi Movement zas Muhammad Abdul Wahab of Najd (of Arabia).
Answer:
True

42. A believer in the Wahabi ideal Titumir directed his energies in organizing the peasants of Bengal against the oppressions of the zamindars, moneylenders and other agents of the British.
Answer: True

43. The Ferazi movement was unsuccessful 2.5 they had no political training.
Answer: True

44. The real name of the Wahabi Movement was Tariqah-iMuhammad.
Answer: False

45. The Wahabi Movement initiated by Syed Ahmed Barelvi was designed to revive the ways of the Prophet.
Answer: True

46. Syed Ahmed Barelvi, through the Wahabi Movement, wanted to convert the country to an ‘unholy land’
Answer: False

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

47. The Battle of Balakot was fought between the Wahabis and the Sikhs of Punjab.
Answer: True

48. The Indigo Revolt of Bengal broke out at a time prior to the Revolt of 1857
Answer: False

49. Peasants were evicted from villages with a view to augmenting the indigo plantation area.
Answer: True

50. Foremost among the leaders of the Indigo Revolt were Digambar Biswas and Bishnu Charan Biswas.
Answer: True

51. The Bengali middle class intelligentsia did not support the rebellious Santhals, but lend support to the indigo rebels.
Answer: True

52. Harish Chandra Mukhopadhyay as an editor of the Hindu Patriot had no hesitation in making public the grievances of the indigo cultivators.
Answer: True

53. The Tenancy Act of 1859 did not allow occupancy right to the peasants but allowed zamindars the right to increase rent at their sweet-will.
Answer: True

54. In the Pabna Revolt leadership came from the rich peasants, jotedars, village headmen and others.
Answer: True

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Fill in the gaps by choosing the correct words

1. The most concrete outcome of colonialism related to global control of _____
Answer: Resources

2. The Forest Acts meant hardship to the _____
Answer: Villagers

3. A rebellion may be defined as a violent uprising of the _____ for a change even to a system of government.
Answer: Masses

4. The Rangpur Revolt was basically a protest of the peasants of Rangpur against the oppressions of the _____
Answer: Ijaradar

5. The rebel Chuars threw their lot with Durjan Singh who was a dispossessed _____
Answer: Zamindar

6. The British Government with a view to bringing an end to the anarchical condition created by the Bheels _____ Khandesh.
Answer: Occupied

7. In 1831 the _____ tribesmen of Chotonagpur burst out in rebellion.
Answer: Kol

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

8. The Kol insurrection started in 1831 when the farm of two ________ thikadars was plundered and burnt.
Answer: Sikh

9. The term ________ may be well applied to the Santhal Hool.
Answer: Rebellion

10. An important feature of the Santhal Hool was the support the Santhals received from the ________ and such others.
Answer: Doms

11. The Mundas very much resented the breakdown of their ________ system under the British rule.
Answer: Agrarian

12. Birsa Munda’s reputation in his youth as a ________ earned him popularity.
Answer: Healer

13. Within a short time after the Munda Rebellion the peasants of rulers ________ were successful to wrest similar rights from the foreign
Answer: Bihar

14. The discontent of the _____ against the British rulers remained smouldering in their hearts for many years following the Ulghulan.
Answer: Mundas

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

15. The Sannyasis and Fakirs were very much a part of the Indian _________
Answer: Society

16. ________ was the leader of the rebellious Fakirs.
Answer: Majnu Shah

17. The ________ of the Sannyasis and Fakirs was due to their economic distress.
Answer: Insurgency

18. It was a mendicant named ________ who founded the religious sect named Pagal-Panthis.
Answer: Karam Shah

19. Wahabi Movement of Bengal began with the rising in ________
Answer: Barasat

20. The Wahabi Movement was founded in ________
Answer: Arabia

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

21. The oppressive ________ were the targets of the insurgent Wahabis.
Answer: Zamindars

22. According to Syed Ahmed Barelvi, under the British rule India had become a ________
Answer: Unholy land

23. Apart from Bengal the other centre of indigo cultivation was ________
Answer: Bihar

24. The English translation of the drama Neel Darpan was actually done by ________
Answer: Michael Madhusudan Datta

25. It was for the first time that the Bengali ________ came out in the open to support the oppressed indigo cultivators.
Answer: Middle class

26. The Tenancy Act of 1859 did not allow ________ right to the peasants, while the zamindars were allowed to enhance rent freely.
Answer: Occupancy

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Statement and Assertion

Question 1.
Statement : The Forest Acts meant hardship for all the classes of people associated with forest.
Assertion :
(a) The tribal women were disturbed as they were unable to cook food using fuel-wod collected from forests.
(b) The tribals petitioned to the government to repeal the Forest Acts.
(c) The villagers continued their activities by breaking the law.
(d) A major revolt was organized by the tribesmen of Gudem and Rampa.
Answer:
(a) The tribal women were disturbed as they were unable to cook food using fuel-wod collected from forests.

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Question 2.
Statement : The Rangpur Rebellion was basically a protest of the peasants against the oppressions of the ijaradar.
Assertion :
(a) The petitions sent by the ryots being of no avail they took recourse to agitation:
(b) The Rangpur Rebellion paved the way for the settlement of landrevenue on a permanent basis.
(c) Debi Singh, the ijaradar, forced the ryots to pay land-revenue at an increased rate.
(d) The ryots assembled together and declared Dirjinarain as their leader.
Answer:
(c) Debi Singh, the ijaradar, forced the ryots to pay landrevenue at an increased rate.

Question 3.
Statement : The rebellious Chuars aligned themselves with zamindar in their struggle against the British Government in India.
Assertion :
(a) The Chuars acted as the private army of the local zamindars.
(b) The British Government forcibly converted the paikan into rent paying land.
(c) The paikan was rent-free land.
(d) Durjan Singh, the ijaradar, assembled a body of 2000 Chuars who set fire to the market-place and raided the countryside of Bankura and Medinipur.
Answer:
(d) Durjan Singh, the ijaradar, assembled a body of 2000 Chuars who set fire to the market-place and raided the countryside of Bankura and Medinipur.

Question 4.
Statement : The peaceful life of the Santals was disturbed by the foreign rulers as also their agents.
Assertion :
(a) Redress of their grievances being of no avail the Santals raised the banner of rebellion.
(b) The rebellion of the Santals, in their language was called the ‘Santal Hool’.
(c) The Santal rebels took up arms against the oppressors and set the goal of independence driving out the alien rulers as also their agents from the area.
(d) The Santal Hool had an anti-British character.
Answer:
(c) The Santal rebels took up arms against the oppressors and set the goal of independence driving out the alien rulers as also their agents from the area.

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Question 5.
Statement : Revolt of the Pagal-Panthi religious sect is an example how the peasants burst into rebellion against the oppressions of the zamindars.
Assertion :
(a) Pagal-Panthi was a religious sect founded by a mendicant,Karam Shah.
(b) Karam Shah’s doctrine found popularity with the Garo hill tribes.
(c) The tax-hike made by the zamindar of Sherpur caused discontent among the Pagal-Panthi Garos.
(d) Revolt of the Pagal-Panthis yielded result as under instructions from the British Government the zamindar was compelled to withdraw the increased amount of land-revenue.
Answer:
(d) Revolt of the Pagal-Panthis yielded result, for, under instructions from the British Government the zamindar was compelled to withdraw the increased amount of land-revenue.

Question 6.
Statement : In the name of religion Dudumiyan declared that tie Zamindars had no right to levy tax on the cultivators, tenants or pensantis.
Assertion :
(a) The Ferazi Movement remained confined to a mere religious reform movement.
(b) Zamindars increased oppression on the peasants who had Ferazi leanings.
(c) The Ferazi Movement was basically an agrarian movement.
(d) The movement began as a religious one, later on it was strengthened by the participation of the peasant masses.
Answer:
(d) The movement began as a religious one, later on it was strengthened by the participation of the peasant masses.

Question 7.
Statement : The Indigo Revolt may be regarded as an important chapter in the history of organized political movement in India.
Assertion :
(a) The peasants were unwilling to cultivate indigo as they did not get the wage equal to their labour.
(b) The Indigo Revolt is important because for the first time considerable interest and support was shown by the Bengali middle class to the cause of the indigo cultivators.
(c) The powerful European indigo planters forced the peasants to grow indigo.
(d) The indigo planters did not hesitate to convert the best food-growing area into indigo cultivation resulting in decline in food production.
Answer:
(b) The Indigo Revolt is important because for the first time considerable interest and support was shown by the Bengall middle class to the cause of the indigo cultivators.

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Match List I with List II

Question 1.
Match the following:

List I List II
(a) The Bengali periodical that gave
(a) The Forest Acts meant hardship to the villagers across the country.		 (i) Neel Darpan
(i) Rangpur Revolt
(b) Protest of the tribesmen against the penetration of state in forest. (ii) Sufferings of the Jhum cultivators
(c) Reaction of the adivasi against the Forest laws. (iii) Gudem and Rampa
(d) Revolt against the oppressions of the jjaradar. (iv) Uprising

Answer:
(a)-(ii), (b)-(iii), (c)-(iv), (d)-(i)

Question 2.
Match the following:

List I List II
(a) The Rangpur Revolt of the peasants was against an Ijaradar (i) Dirjinarain
(b) Leadership of the rebel peasants of Rangpur (ii) Debi Singh
(c) Rebelious Chuars aligned them with zamindar (iii) Chuar Rebellion
(d) Take-over of the paikan land by the colonial government (iv) Duijan Singh

Answer:
(a)-(ii), (b)-(i), (c)-(iv), (d)-(iii)

Question 3.
Match the following:

List I List II
(a) A section of the backward and warlike community of Central India (i) Chil Naik
(b) Leder of the Bheel Revolt (ii) Bheel
(c) In 1832 the Bheels burst out in rebellion (iii) Colonial rulers and their agents
(d) Exploitation of the Kol tribesmen of Chotonagpur (iv) State of Dhar

Answer:
(a)-(ii), (b)-(i), (c)-(iv), (d)-(iii)

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Question 4.
Match the following:

List I List II
(a) Beginning of the Kol insurrection (i) Rebellion
(b) Leadership of the Kol rebels (ii) Hos, Oraons, etc.
(c) Some other tribesmen supported the Kol rebels (iii) Plunder the farm of two Sikh thikadars
(d) The Santa! Hool (iv) Buddhu Bhagat, Joa Bhagat, etc.

Answer:
(a)-(iii), (b)-(iv), (c)-(ii), (d)-(i)

Question 5.
Match the following:

List I List II
(a) The traditional socio-economic foundation of the tribals was shattered (i) Beth-begari
(b) The medieval system prevalent tribals under the British amongst the (ii) ‘neighbours’
(c) Munda Movement (iii) Mundaraj
(d) Birsa’s objective (iv) 1858

Answer:
(a)-(ii), (b)-(i), (c)-(iv), (d)-(iii)

Question 6.
Match the following:

List I List II
(a) Ban on the movement (i) A religious sect
(b) Objectives of the Sannayasis and Fakirs prior to the Bengal Femine (ii) Sannayasis and Fakirs
(c) Pagal-Panthis (iii) Loot of property
(d) Leader of the Pagal-Panthis (iv) Tipu

Answer:
(a)-(ii), (b)-(iii), (c)-(iv), (d)-(i)

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Question 7.
Match the following:

List I List II
(a) Wahabi Movement of Bengal (i) Zamindars
(b) Origin of the Wahabi Movement (ii) Barasat
(c) Titumir (iii) Arabia
(d) Target of the Wahabi insurgents (iv) Banser Kella

Answer:
(a)-(ii), (b)-(iii), (c)-(iv), (d)-(i)

Question 8.
Match the following:

List I List II
(a) Ferazi, a kindered brotherhood (i) Wahabis and the Sikhs
(b) Unsuccessful Feraji Movement (ii) Syed Ahmed Barelvi
(c) Wahabi Movement in India (iii) Lack of political training
(d) Battle of Balakot (iv) Haji Shariatullah

Answer:
(a)-(iv), (b)-(iii), (c)-(ii), (d)-(i)

Question 9.
Match the following:

List I List II
(a) The Indigo Rebellion in Bengal (i) 1859
(b) Indigo cultivators were reduced to a state of slavery (ii) Digambar Biswas
(c) The Indigo Rebellion breaks ou (iii) Chaugacha
(d) A leader of the Indigo Rebellion (iv) The European indigo planters

Answer:
(a)-(iii), (b)-(iv), (c)-(i), (d)-(ii)

WBBSE Class 10 History MCQ Questions Chapter 3 Resistance and Rebellion

Question 10.
Match the following:

List I List II
(a) An eye-witness account of popular struggle for publication in Hindu Patriot (i) Neel Darpan
(b) A popular drama projecting oppressions on the indigo cultivators (ii) Sisir Kumar Ghosh
(c) Passive resistance by the Indigo cultivators (iii) Pabna Revolt
(d) A Hindu-Muslim joint struggle against the zamindars (iv) Forerunner of the operation Movement

Answer:
(a)-(ii), (b)-(i), (c)-(iv), (d)-(iii)

WBBSE Class 10 History Solutions Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses

by

Detailed explanations in West Bengal Board Class 10 History Book Solutions Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses offer valuable context and analysis.

WBBSE Class 10 History Chapter 7 Question Answer – Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses

Class 10 History Chapter 7 Question Answer WBBSE – Very Short Answer Questions (1 Mark)

Question 1.
The emotional hymn Bande Mataram appears in which novel of Bankim Chandra Chatterjee?
Answer:
Bande Mataram hymn appears in the Anandamath novel authored by Bankim Chandra Chatterjee.

Question 2.
Who was the first lady President of the Indian National Congress ?
Answer:
Annie Besant became the first lady President of the Indian National Congress in 1917.

WBBSE Class 10 History Solutions Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses

Question 3.
The first Indian woman to become the President of the Indian National Congress was :
Answer:
The first Indian woman to become the President of the Indian National Congress was Sarojini Naidu.

Question 4.
In what ways the Parsee and Christian women residing in Bombay participate in the Non Co-operation Movement ?
Answer:
The Parsee and Christian women residing in Bombay participated in the Non Co-operation Movement by advocating female education.

Question 5.
Who organized the Dipali Sangha in Dhaka, the capital of present Bangladesh?
Answer:
It was Leela Roy in 1924 organized the Dipali Sangha in Dhaka.

Question 6.
What was the Chhatri Sangha?
Answer:
The Chhatri Sangha was a female students’ organization of Calcutta founded in 1928.

Question 7.
What was the appeal made by Subhas Chandra Bose in the first meeting of the Azad Hind Fauj in Singapore ?
Answer:
In the meeting Subhas Chandra Bose appealed to the women to join as volunteers in the women regiment to be set up under the Azad Hind Fauj.

Question 8.
Who was to become the first martyr in Midnapur when he was arrested by the British police?
Answer:
In Tamluk of present Midnapur a student leader named Gunadhar Hazra became the first martyr when he was arrested by the British police.

WBBSE Class 10 History Solutions Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses

Question 9.
Who made an abortive attempt on the life of Stanley Jackson in 1932 ?
Answer:
It was Bina Das who made an abortive attempt on the life of Stanley Jackson.

Question 10.
Who organized the Mahad Satyagraha ?
Answer:
It was B.R. Ambedkar who organized the Mahad Satyagraha in South Bombay.

Class 10 History Chapter 7 Questions and Answers WBBSE – Short Answer Questions (2 Marks)

Question 1.
When did for the first time the Indian womenfolk come forward to play an active role in the polities of the country ?
Answer:
The first occasion when the womenfolk of India came forward to play an active role in the country was the anti-Partition agitation. It was during the anti-Partition agitation that womenfolk, so long confined to household activities, came forward to play an active role in politics.

Question 2.
How did Saraladebi Choudhurani contribute to the cause of India’s freedom struggle ?
Answer:
Saraladebi’s single contribution lay in the formation of youth groups. Besides, Saraladebi by spreading the gospel of nationalism and maintaining close links with the revolutionary secret societies contributed to the cause of India’s struggle for freedom.

Question 3.
How did the womenfolk of Calcutta observed the day of Partition as the day of protest ?
Answer:
Throughout Bengal women observed the day of Partition as a ‘day of protest’. On the day of Partition about 500 women gathered on the day of Partition in North Calcutta to watch the foundation of the Federation Hall, which was a symbol of unity of the Bengali people.

WBBSE Class 10 History Solutions Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses

Question 4.
How did Basanti Debi participate in the Non Co-operation Movement ?
Answer:
The Non Co-operation Movement was an opportunity when women were politicized with leadership abilities. During the Movement Bengali women under the leadership of Basanti Devi organized a demonstration before the shops selling foreign goods. Also Basanti Debi along with others hawked khaddar (homespun cloth) in the Calcutta streets.

Question 5.
How did Sarojini Naidu serve as an inspiration to the womenfolk of India join national movement ?
Answer:
On the call of Gandhiji Sarojini Naidu encouraged women to form their own political organization. Thus Rashtriya Stree Sangha came to be established which was to work within the Congress fold. However, entry of Sarojini Naidu to the high post as that of the President of the Indian National Congress served as an inspiration to the womenfolk to join national movement.

Question 6.
What was the nature of women participation in the Civil Disobedience Movement?
Answer:
Between 1930 and 1932 women in many places played an important role as they conducted picketing in front of the shops selling foreign goods. Calcutta women made and sold salt. The capital city also became the centre of revolutionary struggle when the women’s colleges became centres of recruiting women revolutionaries.

Question 7.
What incident immortalized Midnapur in the freedom movement during the Quit India Movement ?
Answer:
The incident that immortalized Midnapur in the history of the freedom movement during the Quit India Movement was the heroic feat of Matangini Hazra, a 73-year-old lady. In September 1942 Matangini Hazra urged the crowd onward and refused to stop. In fact she led the crowd in capturing the court and Police Station of Tamluk.

Question 8.
Would you say that there had been no encouragement from any quarter to encourage the women to join the revolutionary struggle ?
Answer:
Indeed, the revolutionary secret societies made no concerted efforts to encourage the participation of womenfolk as Gandhiji had done in regard to non-violent activities. As the ideology of the time was too conservative women were, initially, not included in the gupta-samitis (revolutionary secret societies).

Question 9.
What was the real motive of the Dipali Sangha behind the ostensible purpose of spreading education.
Answer:
Behind the ostensible purpose of spreading education amongst women the real intention was to initiate the members of the sangha to revolutionary ideal. Besides, even more remarkable was its work in the sphere of women’s rights movement.

WBBSE Class 10 History Solutions Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses

Question 10.
What was the most remarkable of the work of the Dipali Sangha of Dhaka ?
Answer:
Dipali Sangha of Dhaka deserves credit for organizing the first female students’ movement in present Bangladesh. However, the most remarkable of Dipali Sangha’s work for the advancement of women was in the field of women’s rights.

Question 11.
How did Pritilata Waddedar bring an end to her life after an attempt to revolutionary attack ?
Answer:
Pritilata Waddedar was the young women who took part in the Chittagong Armoury Raid. After Pritilata sustained a bullet injury she handed over her revolver to a fellow revolutionary and herself put an end to the life by consuming potassium cynide on the failure of the mission.

Question 12.
How did Kalpana Datta join the revolutionary group of Surya Sen ?
Answer:
Kalpana Datta, Bina Das and many others were all major actors in the armed movement of the 1930s. Kalpana Datta became a member of the Chittagong branch of the Indian Republican Army and became a part of the armed resistance group led by Suiya Sen (Masterda).

Question 13.
Who was Captain Lakshmi Sehgal ?
Answer:
Encouraged by the call given by Subhas Chandra Bose to oppose the British Lakshmi Sehgal joined the Azad Hind Fauj as a volunteer. Having a mandate from Subhas Chandra Bose Lakshmi Sehgal, later Captain Sehgal, set up an all-women regiment of Azad Hind Fauj which was to be called Rani of Jhansi Regiment.

Question 14.
What role did the student community play in the freedom movement ?
Answer:
During the freedom movement the student community played a vital role in lodging protest against the misdeeds of the colonial British rulers. In fact, from the anti-Partition agitation down to the Quit India Movement a remarkable role was played by the student community of the country for wresting freedom from the colonial rulers. In 1946 a series of protest meetings and processions were organized by the students.

Question 15.
How did the student community respond to the visit of the Simon Commission ?
Answer:
Responding to the call for a countrywide demonstration against the visit of the Simon Commission the student community of the country organized massive protest. The students of Bengal as also in other parts of the country raised the slogan Go back Simon. The students wore tri – colour badges and organized strike.

Question 16.
How did the student community of Bengal participate in the Civil Disobedience Movement ?
Answer:
Between 1930 and 1933 as many as fifteen thousand students in Bengal were imprisoned by the British on the charge of violating Section 144 for picketing in front of business establishments. In Midnapur, West Bengal, the students played a remarkable role paralyzing schools and colleges. The students also encouraged lakhs of peasants to offer Satyagraha.

Question 17.
How did the students of Bengal organize open rebellion during the Quit India Movement ?
Answer:
During the 1940s the students of Bengal went into action in defence of civil rights. As a protest against the imposition of the Section 144 of CrPC (Criminal Procedure Code) the students did not hesitate to defy the restrictive orders. Students like Pulin Sen, Birendranath Sasmal, Srimati Abha Maiti and others of Midnapur found in Gandhiji’s an opportunity for open rebellion.

Question 18.
Why was the Anti-Circular Society established ?
Answer:
The Carlyle Circular (1905) issued by the British government threatened punitive measures against the students participating in politics. As a protest the Anti-Circular Society was formed by Sachindra Prasad Basu. Apart from encouraging the students to participate in the anti-British movement the Anti-Circular Society also made necessary arrangements for education of the students who were expelled from schools and colleges by the British authorities.

WBBSE Class 10 History Solutions Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses

Question 19.
Which of the revolutionaries did assist Surya Sen in organizing the Chittagong Armoury Raid?
Answer:
The most important revolutionary attempt of Surya Sen was the raid that he organized upon the Chittagong Armoury on 18 April 1930. In organizing the Chittagong Armoury Raid Surya Sen was assisted by revolutionaries like Loknath Baul, Ganesh Ghosh and others.

Question 20.
What was the Corridor Warfare ?
Answer:
The encounter that took place between the British Police and the three revolutionaries, Benoy-Badal-Dinesh, at the Writers’ Buildings, Calcutta, became famous in history as the Corridor Warfare. On 8 December 1930, the three revolutionaries entered the Writers’ Buildings and fatally shot Colonel Simpson, the then Inspector-General of Prisons.

Question 21.
What was the revolutionary feat of Bina Das ?
Answer:
Bina Das was a major actor in the armed movement of the 1930s. In 1932, Bina Das made an attempt on the life of Stanley Jackson, the then Governor of Bengal, though the attempt had failed.

Question 22.
Why was the ‘Rashid Ali Day5 observed ?
Answer:
The British Government had imposed seven years’ rigorous imprisonment sentence on Captain Abdul Rashid Ali, an officer of the Indian National Army. On 11 February 1946 the students of Calcutta observed the Rashid Ali Day as a protest against Rashid’s imprisonment and raised the demand for his release.

Question 23.
Why was the Mahad Satyagraha organized ?
Answer:
Mahad Satyagraha was organized under the leadership of B.R. Ambedkar in March 1927. The Satyagraha was organized on the demand to allow the dalits to use the water of a disputed tank at Mahad town in Maharashtra.

Question 24.
Why was the Poona Pact (1932) signed ?
Answer:
The ‘Communal Award’ (1932) of the British sought to create divisions in different Indian communities. Even the Award attempted to create division amongst the Hindus. The Poona Pact was signed between Ambedkar and others representing the Hindu Depressed Class and Rajendra Prasad and others representing Caste Hindu to foil British attempt to create divisions within the Hindu community.

Question 25.
Why is Harichand Thakur important ?
Answer:
Harichand Thakur is important as he tried to unite the Namasudras in the struggle against the exploitation of the Brahmin priests as also Brahmin zamindars. In fact, it was through the introduction of Mathua religion by Harichand Thakur that the Namasudras emerged as a united power.

Question 26.
Why is Guruchand Thakur remembered ?
Answer:
Guruchand Thakur is remembered because it was he who devoted himself to the uplift of the Namasudras. Also it was he who was responsible for the spread of education amongst the Namasudras. As such he is regarded as the ‘father of the Namasudra renaissance’.
WBBSE Class 10 History Solutions Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India Characteristics and Analyses 1

WBBSE Class 10 History Chapter 7 Questions and Answers – Analytical Answer Questions (4 Marks)

Question 1.
How did womenfolk participate in the anti-Partition agitation ?
Answer:
One of the remarkable features of the anti-partition agitation was the participation of women. Yet it was limited in extent, as pointed out by Professor Sumit Sarkar, with the exception of Saraladebi Choudhurani, no one dreamt of including women in the movement.

  • Saraladebi spread the gospel of nationalism in Punjab and maintained close links with the Suhrid Samiti of Mymensingh (in present Bangladesh), a secret revolutionary society.
  • Recent researches, however, revealed that apart from Saraladebi there were many other women who were drawn into the political struggle during the anti-partition agitation.
  • The day of Partition (16 October 1905) was observed by the women throughout Bengal as the day of protest.
  • In Dacca, an eleven-year old little girl, Ashalata Sen, under the inspiration of her grandmother, Nabashashi Sen, went visiting house after house encouraging women to join the Swadeshi cause.
  • A report published in the Bamabodhini Patrika stated “Women like men are organizing meetings in towns as well as villages to express sorrow at the partition of Bengal, and are taking the swadeshi vows ” Women also played an important role in the revolutionary phase of the anti partition movement.

WBBSE Class 10 History Solutions Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses

Question 2.
How did the womenfolk participate in the Non Co-operation Movement ?
Answer:
The interest in politics that the Swadeshi Movement had roused amongst women continued in the following decades.

  • During the Non Co-operation days the Bengali women were led by Basanti Devi, the wife of Chittaranjan Das (C.R. Das). Under her leadership a demonstration of women was organized before the shops selling foreign goods.
  • Basanti Devi became the President of the Bengal Provincial Congress in 1921. Her participation in politics protest encouraged others to join the Non Co-operation.
  • Following Gandhiji’s doctrine of reviving the village economy, Urmila Debi devoted herself primarily to the setting up of an organization for popularizing spinning and weaving among women.
  • Sarojini Naidu became the Congress President in 1926. She was the first Indian woman to become the Congress President. Entry of Sarojini Naidu to the high post served as an inspiration to the womanhood of India.

Question 3.
Write in short about the participation of women in the Civil Disobedience Movement.
Answer:
The Non Co-operation Movement was abruptly called off by Gandhiji because of the Chauri Chaura incident. Yet Indian women’s interest in politics did not subside.

a. During the era of Civil Disobedience Movement women in many places of the country played an important role as they conducted picketing in front of the shops selling foreign goods.

b. Women’s participation in the Movement, however, took various forms. While Parsee and Christian women residing in Bombay advocated female education, the Gujarati women, under the influence of Gandhiji, aimed at the attainment of Swaraj and women’s freedom.

c. In Bengal, women leaders like Kumudini Bose, Latika Ghosh and Hemalata Tagore made sincere efforts promoting women’s welfare and training of women in some useful crafts.

d. In U.P. Swarup Rani Nehru, Jawaharlal Nehru’s mother, burdened with age did not hesitate to vote for khadi in the streets. Thus Gandhiji’s Civil Disobedience found wonderful response from the Indian womenfolk.

WBBSE Class 10 History Solutions Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses

Question 4.
What was the nature of women’s participation in the Quit India Movement ?
Answer:
Women’s participation in the Quit India Movement took various forms in rural and urban areas of the country. While in the rural areas the peasant women protested against prevalent land-system in city areas the message of fight for freedom was propagated through radio transmitter.

  • In the rural areas the peasant women joined the men in lodging protest against the hike in land-revenue and other taxes imposed illegally. Also the women protested against the landholders’ rights.
  • In Midnapur district of West Bengal, during the course of the Quit India Movement, the peasants attacked the police stations, even the communication network was disrupted by destroying telegraph lines.
  • In Midnapur Srimati Matangini Hazra, a 73-year old widow, gave the lead in capturing the court and the police station of Tamluk.
  • Usha Mehta, a patriot to the very core of her heart, set up a radio transmitter, known as the Voice of Freedom. Her intention was to circulate the information of war of freedom amongst the people of the country.
  • It is quite evident from what is stated above that the women of India played a commendable role in the Quit India Movement.

Question 5.
In what way the participation of women in revolutionary struggle was different from that of the non-violent struggle ?
Answer:
In the revolutionary struggle participation of women presented a different picture than that of non-violent struggle. The difference between the two may be summed up as follows :

a. Women’s involvement in the non-violent struggle had the support and encouragement of Gandhiji. But the women who participated in the armed struggle joined it of their own. That is to say, there had been no encouragement from any quarter to enthuse the women to join the revolutionary struggle.

b. In fact, the revolutionary secret societies made no concerted efforts to encourage the participation of women as Mahatma Gandhi had done in regard to the non-violent activities.

c. Another important point to be noted is that direct participation of women in the revolutionary movement was not feasible also due to certain constraints.

d. However, in general the indirect participation of women helped the revolutionaries silently from the background. In the above context the revolutionary activities of Pritilata Waddedar, Kalpana Datta and many others may be remembered.

Question 6.
How did the students participate in the Civil Disobedience Movement ?
Answer:
At the call of Mahatma Gandhi the student community of Bengal participated in a big way to the Non Co-operation Movement.

a. Thousands of students left government schools and colleges and joined national schools and colleges. Gandhiji had no hesitation in saying that he had no doubt that the ‘students of Bengal would give the lead in our sustained struggle for freedom.’

b. In 1921 when the Prince of Wales came to Calcutta a large number of students demonstrated before the Prince showing him black flags.

c. The day of his visit was also marked by a complete strike in all the schools and colleges.

d. The students’ movement during the Non Co-operation did not remain confined to Calcutta alone. In Tamluk, in Medinipur district of West Bengal, a student leader named Gunadhar Hazra became the first martyr when he was arrested by the British police.

WBBSE Class 10 History Solutions Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses

Question 7.
In what context was the Anti-Circular Society formed in 1905 ?
Answer:
It is well known that the student community of Bengal took an active part in the Anti-Partition Movement. The British Government with a view to keeping the students away from politics took up various measures.

  • Circulars were issued forbidding the students to associate themselves with any political movement.
  • Even the slogan Bande Mataram was declared to be a punishable offence.
  • Carlyle Circular (1905) threatened punitive measures to those institutions which failed to prevent their students’ participation in politics.
  • But all this could not dissuade the students from participating in the anti-Partition agitation. It was in such a context that Anti-Circular Society (1905) was organized by Sachindra Prasad Basu.
  • The purpose of the Society was to encourage the students to participate in the Movement against the Partition of Bengal. Moreover the Society also made necessary arrangements for imparting education to the students who had been expelled from schools by the government authorities.

Question 8.
Why was the Dawn Society established ?
Answer:
Satish Chandra Mukheijee sincerely believed that the object of the English education was very narrow. According to him, it served no better purpose than creating some job-seekers.

  • Describing the University of Calcutta as the Goldighir Golamkhana, meaning “House of producing slaves of the College Square’, Satish Chandra set up an institution named the Dawn Society.
  • The idea behind was to provide opportunities to the Bengali students to become real men through all-round physical, mental and spiritual development.
  • It may be said that the Swadeshi and Boycott movements, as also opposition to government circulars made the Dawn Society initiate the national education movement in Bengal.
  • The initiative was given a practical shape through the foundation of the National Council of Education in 1905.

Question 9.
Write in short about the revolutionary feat of the Bengal Volunteers.
Answer:
At a time when the Chittagong Armoury Raid created a nation-wide stir, the members of the Bengal Volunteers also known simply as ‘BV’ of Dhaka (Dacca) set an example of terrorist action.

a. In fact, the Bengal Volunteers founded under the initiative of the revolutionary Hem Chandra Ghosh, was responsible for a good number of revolutionary acts. Benoy Krishna Bose, Badal Bose (alias Sudhir) and Dinesh Gupta, the three members of the Bengal Volunteers are popular by the short trio Benoy-Badal-Dinesh.

b. After committing a series of terrorist killings and bombing, the three were again involved in killing Colonel Simpson, the then Inspector of Prisons.

c. On 8 December 1930 the three revolutionaries entered the Writers’ Buildings and fatally shot Simpson. The encounter that took place between the police and the revolutionaries became famous in history as the Corridor Warfare.

d. In the encounter all the three were cornered. Badal Bose and Benoy Bose were killed by the police. Dinesh Gupta, however, was brought to trial and hanged to death by a judgment of the Court.

Question 10.
Write in short about the development of the dalit politics under Dr. Bhim Rao Ambedkar.
Answer:
Ambedkar’s maiden entry into Indian politics came about 1919 when he was called to appear before the Franchise Committee working for the implementation of the Reform Act of 1919 (Montague-Chelmsford Reforms). There he argued in favour of communal representation for the dalits.

  • Ambedkar’s next major advocacy for the dalit issue was to the Simon Commission in 1928. But before that he organized the Mahad Satyagraha in 1927 which was a great and most sensational struggle.
  • Mahad town in Colaba district of south Bombay was the venue of a conference of Dalits. It was in this conference that plan for a satyagraha was chalked out.
  • The Mahad Satyagraha may have failed to assure water to the dalits from a disputed tank, yet it did succeed in winning for Ambedkar an unquestioned leadership of the Mahars.
  • Dr. Ambedkar’s nomination to the Round Table Conference in 1930 in London was an acknowledgement of the leadership that he had gained. In the Conference Dr. Ambedkar expressed that he wanted the dalits to be politically empowered.

WBBSE Class 10 History Solutions Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses

Question 11.
What did inspire the Namasudras of Bengal to hold their heads high?
Answer:
The Namasudras constituted the second largest Hindu caste group in Bengal under the British rule. They lived in the rural areas of the districts of Faridpur, Bakherganj, Jessore, Khulna, etc. (all these are now under the territorial limits of Bangladesh), and Nadia, North 24- Parganas, etc. of West Bengal.

a. In the Bengali Hindu society the Namasudras were looked down upon. They had no social dignity nor did they have any religious rights. As untouchables they had no right even to enter religious places.

b. They were also not allowed to live in a village that had a Brahmin majority. Thus the Namasudras were exploited and suffered from all sorts of social disabilities. It was in this context that a movement was launched in 1872 by Harichand Thakur.

c. What inspired the Namasudras to hold their heads high was the influence of the Bhakti movement. The movement had been started in Bengal by Sri Chaitanya and his disciples during the 15-16 centuries.

d. The avowed goal was the social and spiritual uplift of the down trodden.

e. Another major influence of the Namasudras was that of a sect that developed around Sahlal Pir in rural East Bengal. The Sahlal sect challenged the hierarchy of caste. All these profoundly impacted the Namasudras. They became conscious of their dignity and self respect.

Class 10 History Chapter 7 Questions and Answers West Bengal Board – Explanatory Answer Questions (8 Marks)

Question 1.
How did women participate in the Anti-Partition Movement ?
Answer:
a. Introduction : Twentieth century was marked by the struggle for independence in full swing. It was during the Anti-Partition Movement that women of the country played a significant role.

b. Saraladebi Choudhurani and the Anti-partition Movement: One of the remarkable features of the Swadeshi, an integral part of the anti-partition movement, was the participation of women. Saraladebi firmly believed that the improvement of health of the youths was a primary condition for the success of the national movement. In this endeavour she formed her area (club for physical fitness). Saraladebi spread the gospel of nationalism in Punjab and maintained close links with the Suhrid Samiti of Mymensingh (in present Bangladesh), a secret revolutionary society.

c. Other Women of Calcutta : Apart from Saraladebi there were many other women who were drawn into the political struggle during the anti-partition agitation. Srimati Hemantakumari Choudhuiy was the one who edited the journal Antahpur between 1901 and 1904.

d. On the Day of Partition : The women folk in general also did not turn a deaf ear to the anti-partition movement. The day of Partition (16 October 1905) was observed by the women throughout Bengal as the day of protest. About five hundred women gathered on the day of Partition in North Calcutta to watch the foundation of the Federation Hall, which was a symbol of unity of the Bengali people.

e. Women of the Other Parts of Bengal: In Dhaka, an eleven-year-old little girl, Ashalata Sen, under the inspiration of her grandmother, Nabashashi Sen, went visiting house after house encouraging women to join the Swadeshi cause (From the Seams of History : pi 85 : Ed. Bharati Roy).

f. Other Instances : There are several other instances where even the housewives came out into the open and led processions on the streets. In Barisal, for example, Manorama Basu, a young housewife, led a procession of women.

g. Women of the Revolutionary Phase : A report published in the Bamabodhird Patrika stated “Women like men are organizing meetings in towns as well as villages to express sorrow at the partition of Bengal, and are taking the swadeshi vows ” Women also played an important role in the revolutionary phase of the anti-partition movement.

WBBSE Class 10 History Solutions Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses

Question 2.
What was the role of womenfolk in the Non Co-operation and the Civil Disobedience Movements ?
Answer:
i. Non Co-operation Movement : The interest in politics that the Swadeshi Movement had roused amongst women continued in the following decades. In fact the Non Co-operation Movement promised a more active role for women.

a. Basanti Debi : In Bengal, the events took a dramatic turn when C.R. Das, the most important leader of the Congress at the time, decided to sell homespan cloth (khaddai). This was a move to test government’s ban on political demonstrations. Women volunteers, led by Basanti Devi, the wife of Chittaranjan Das, took to the streets and were arrested. Subsequently, under her leadership a demonstration of women was organized before the shops selling foreign goods.

b. Inspiration for Women : Basanti Devi became the President of the Bengal Provincial Congress in 1921. Her participation in politics protest encouraged others to join the Non Co-operation.

c. Urmila Debi : Following Gandhiji’s doctrine of reviving the village economy, Urmila Debi devoted herself primarily to the setting up of an organization for popularizing spinning and weaving amon? women.

d. Sarojini Naidu : Sarojini Naidu became the Congress President in 1926. She was the first Indian woman to become the Congress President. Entry of Sarojini Naidu to the high post served as an inspiration to the womanhood of India.

e. Hemantakumari Choudhury : Many other women were drawn into the Non Co-operation Movement at the call of Gandhiji. Hemantakumari Choudhury became famous as the editor of the women’s journal Antahpur. Later on she became an active Gandhian nationalist and participated in the Non Co-operation.

ii. Civil Disobedience Movement: The Non-Cooperation Movement was suspended by Gandhiji in 1922. But its suspension found its stronger follow-up in the Civil Disobedience Movement (1930). Participation of women in the Civil Disobedience constituted an important chapter in the history of women’s struggle in the freedom movement.

  • Picketing : Between 1930 and 1932 women in many places played an important role as they conducted picketing in front of the shops selling foreign goods.
  • Various Forms : Women’s participation in the Movement, however, took various forms. While Parsee and Christian women residing in Bombay advocated female education, the Gujarati women, under the influence of Gandhiji, aimed at the attainment of Swaraj and women’s freedom.
  • The Bengali Women : In Bengal, women leaders like Kumudini Bose, Latika Ghosh and Hemalata Tagore made sincere efforts promoting women’s welfare and training of women in some useful crafts.
  • Women of U.P. : In U.P. Swarup Rani Nehru, Jawaharlal Nehru’s mother, burdened with age did not hesitate to vote for khadi in the streets. Thus Gandhiji’s Civil Disobedience found wonderful response from the Indian womenfolk.

Question 3.
Write about Women’s participation in the Quit India Movement. What was the nature of Women’s participation in the armed revolutionary struggle ?
Answer:
i. Quit India Movement : Women’s participation in the Quit India Movement took various forms in rural and urban areas of the country. While in the rural areas the peasant women protested against prevalent land-system in city areas the message of fight for freedom was propagated through radio transmitter.

a. Women in Different Organizations : By the time Quit India Movement had begun womenfolk became members of different student, peasant and labour organizations.

b. Peasant Women : In the rural areas the peasant women joined the men in lodging protest against the hike in land-revenue and other taxes imposed illegally. Also the women protested against the landholders’ rights.

c. Midnapur in the Quit India Movement : In Midnapur district of West Bengal, during the course of the Quit India Movement, the peasants attacked the police stations, even the communication network was disrupted by destroying telegraph lines.

d. Matangini Hazra : The incident that immortalized Midnapur in the history of the freedom movement was the lead given by Srimati  Movements organized by women, students and the marginal Matangini Hazra, a 73-year old widow in capturing the court and the police station of Tamluk.

e. Usha Mehta : Usha Mehta, a patriot to the very core of her heart, set up a radio transmitter, known as the Voice of Freedom. Her intention was to circulate the information of war of freedom amongst the people of the country. Usha persisted with her task of broadcasting until she was arrested by the British police (12 November 1942) on the charge of sedition.

ii. Nature of Women’s Participation in the Armed Struggle : In the revolutionary struggle participation of women presented a different picture than that of non-violent struggle.

a. No Encouragement to Women : Women’s involvement in the non violent struggle had the support and encouragement of Gandhiji. But the women who participated in the armed struggle joined it of their own. That is to say, there had been no encouragement from any quarter to enthuse the women to join the revolutionary struggle.

b. Difference with Non-violent Struggle : In fact, the revolutionary secret societies made no concerted efforts to encourage the participation of women as Mahatma Gandhi had done in regard to the non-violent activities.

c. Certain Constraints : Another important point to be noted is that direct participation of women in the revolutionary movement was not feasible also due to certain constraints,

  • Women were not allowed by their male relatives to join the revolutionary secret societies,
  • The risk was too high to allow women to participate in revolutionary feats on an equal basis with men.
  • However, in general the indirect participation of women helped the revolutionaries silently from the background.
  • In the above context the revolutionary activities of Pritilata Waddedar, Kalpana Datta, Bina Das and many others may be remembered.

WBBSE Class 10 History Solutions Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses

Question 4.
In what background was the Anti-Circular Society formed? What was the genesis of the National Council of Education?
Answer:
i. Anti-Circular Society : It is well known that the student community of Bengal took an active part in the Anti-Partition Movement. The British Government with a view to keeping the students away from politics took up various measures.

  • Circulars were issued forbidding the students to associate themselves with any political movement.
  • Even the slogan Bande Mataram was declared to be a punishable offence.
    Carlyle Circular (1905) threatened punitive measures to those institutions which failed to prevent their students’ participation in politics.
  • But all this could not dissuade the students from participating in the anti-Partition agitation. It was in such a context that Anti-Circular Society (1905) was organized by Sachindra Prasad Basu.
  • The purpose of the Society was to encourage the students to participate in the Movement against the Partition of Bengal. Moreover the Society also made necessary arrangements for imparting education to the students who had been expelled from schools by the government authorities.

ii. Genesis of the National Council of Education : Satish Chandra Mukherjee sincerely believed that the object of the English education was very narrow. According to him, it served no better purpose than creating some job-seekers.

a. Describing the University of Calcutta as the Goldighir Golam-khana, meaning ‘House of producing slaves of the College Square’ Satish Chandra set up an institution named the Dawn Society.

b. The idea behind was to provide opportunities to the Bengali students to become real men through all-round physical, mental and spiritual development.

c. It may be said that the Swadeshi and Boycott movements, as also opposition to government circulars made the Dawn Society initiate the national education movement in Bengal.

d. The initiative was given a practical shape through the foundation of the National Council of Education in 1905.

e. In August 1906 the National Council of Education was established. Virtually all the distinguished personalities of the country were involved in the Council. The objects of the National Council of Education were stated to be as follows :

  • To organize a system of education on national lines and under national control.
  • The medium of instruction was to be the vernacular language.
  • For the progress of technical education the Bengal Technical Institute was to be set up.

Question 5.
Write what you know about the debate between Gandhiji and Ambedkar regarding the dalit rights.
Answer:
There is little doubt that both Gandhi and Ambedkar were very much aware of the problem of untouchability or the dalits. Yet there was sharp difference between the two regarding the dalit issue.

a. That there was little in common in the perception between Gandhiji and Ambedkar came to the forefront in the early 30s of the nineteenth century.

b. Gandhiji refused to view the dalits as a minority who should be given political safeguards. Rather he considered it essentially a social problem, and that was to be tackled by the Hindu community itself. Contrarily, Ambedkar describing the dalits as ‘slaves’ advocated for communal representation of the Dalits on the ground that ‘untouchability constitutes a definite set of interests which the untouchables alone can speak for.’

c. Throughout 1920s Ambedkar had a soft spot for Gandhi as he took him as one different from the elitist Brahmanic leaders he (Ambedkar) Movements organized by women, students and the marginal hated. The real break between the two surfaced during the events of the Round Table Conference of 1932.

d. In the two Round Table Conferences Ambedkar ended up supporting separate electorate for the untouchables (dalits). But this proved to be too much for Gandhiji. For him the untouchables were a part of Hinduism, and a separate electorate for them would create a division in Hinduism. In his own words ‘it would create a division in Hinduism which I cannot possibly look forward to with any satisfaction what so ever’ (Writings and Speches (Vol II) : Dr Babasaheb Ambedkar : p 662-663j.

e. Subsequent Communal Award and Gandhi’s fast unto death led to the Poona Pact of 1932. It must, however, be remembered that Ambedkar’s agreement in signing the Poona Pact was by no means due to his ‘change of heart’. It was Gandhi’s ‘pressure tactics’ that compelled Ambedkar to soften his stand and accept the compromise formula of the Poona Pact. Later on Ambedkar expressed his unhappiness over the issue and this in the long run increased his bitterness towards Gandhiji.

WBBSE Class 10 History Solutions Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses

Question 6.
How did the Namasudra or Mathua Movement progress under the leadership of Harichand Thakur and Guruchand Thakur ?
Answer:
a. Introduction : In the Bengali Hindu society the Namasudras were looked down upon. They had no social dignity nor did they have any religious rights. As untouchables they had no right even to enter religious places. Also they were not allowed to live in a village that had a Brahmin majority. Thus the Namasudras were exploited and suffered from all sorts of social disabilities. It was in this context that a movement was launched in 1872 by Harichand Thakur.

b. Harichand Thakur : Harichand Thakur tried to unite the Namasudras in the struggle against the exploitation of the Brahmin priests as also the Brahmin zamindars. Harichand also introduced the Mathua religion through which the Namasudras emerged as a united power. Behind the movement’s superficial religiosity the emphasis was essentially secular. The primary aims of the movement were :

  • Attainment of perfect peace of mind
  • Eradication of social inequality, and
  • To uplift the downtrodden. Harichand also gave as many as twelve instructions to his followers. After the death of Harichand the leadership of the Mathuas passed on to his son, Guruchand Thakur.

c. Guruchand Thakur : Under the leadership of Guruchand Thakur the Mathua Movement progressed a lot. It was he who was responsible for the spread of educational institutions for the Namasudras. Besides, Uttaloni Sabha (uplift meeting) and Harisabhas were organized for social uplift of the Namasudras.

According to Professor Debi Chatterjee, Guruchand Thakur may well be regarded as the father of the Namasudra renaissance’. He was able to inspire among the Namasudras a sense of urgency regarding the spread of education. In 1907 under the leadership of Guruchand Thakur a delegation met the Governor of Bengal and Assam and appraised him about the plight of the Namasudras

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

by

Detailed explanations in West Bengal Board Class 10 History Book Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses offer valuable context and analysis.

WBBSE Class 10 History Chapter 4 Question Answer – Early Stages of Collective Action: Characteristics and Analyses

Class 10 History Chapter 4 Question Answer WBBSE – Very Short Answer Questions (1 Mark)

Question 1.
What was the character of the risings in the era prior to the Revolt of 1857?
Answer:
The risings of the pre-Revolt period were local in nature and had not assumed an all-india character.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 2.
What was the incident that took place at Barrackpore, near Calcutta on 29 March 1857?
Answer:
Incident was that Mangal Pandey, a sepoy of the Bengal regiment fired a shot at a European officer.

Question 3.
How did the Revolt of 1857 break out on 10 May 1857 ?
Answer:
On 10 May the sepoys of Meerut in Uttar Pradesh broke out in revolt and that was how the Revolt of 1857 began.

Question 4.
Who was declared the Emperor of India by the rebels?
Answer:
After the capture of the city of Delhi the rebels proclaimed Bahadur Shah II, the then Mughal Emperor as the ‘Emperor of India’.

Question 5.
How did the Rani of Jhansi sacrifice her life ?
Answer:
Lakshmi Bai, the Rani of Jhansi, put up stubborn resistance and she died fighting the British troops on 17 June 1857.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 6.
What part did Kunwar Singh play in the Revolt of 1857 ?
Answer:
Kunwar Singh freed parts of Bihar from the clutches of the British, and also helped the rebel forces of Lucknow and Kanpur in their fight against the British.

Question 7.
What was the fate of the Mughal Emperor after the British had recaptured Delhi and suppressed the Revolt ?
Answer:
After the British had recaptured Delhi and suppressed the rebels the Mughal Emperor, Bahadur Shah II was exiled to Rangoon (Yangong) and his Sons were captured and killed.

Question 8.
Were the British successful in creating a divide between Hinis and Muslims during the course of the Revolt of 1857 ?
Answer:
Despite the British attempt to create a Hindu-Muslim divide the two communities fought shoulder-to-shoulder against the colonial British rulers.

Question 9.
What was the opinion of V.D Savarkar regarding the Revolt of 1857 ?
Answer:
V.D. Savarkar described the Revolt as the ‘Indian War of Independence’ and there by drafted it into the historiography of Indian nationalism.

Question 10.
Did the middle class intelligentsia support the Revolt of 1857?
Answer:
No, the middle class intelligentsia did not support the Revolt of 1857 because they considered the rebels as the elements of social reaction.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 11.
What was the apprehension of the Bengali middle class in the success of the rebels ?
Answer:
In the success of the Revolt the Bengali middle class apprehended the return of old social order with all its reactionary principles and ideals.

Question 12.
Why did the British Government of England bring an end to the Company’s rule in India after the Revolt of 1857 ?
Answer:
The Company’s rule in India was brought to an end because the Revolt exposed the danger in allowing a commercial organization to rule over a country.

Question 13.
What was said in the Queen’s Proclamation about the government in india ?
Answer:
In her Proclamation Queen Victoria announced certain changes in the governmental policy henceforth to be pursued by the British Government in India.

Question 14.
Since when did political associations start functioning in India?
Answer:
In India, under the British colonial rule, it was not before the 30s of the nineteenth century that political associations started functioning.

Question 15.
Which was the first political association of India?
Answer:
The Bangabhasa Prakashika Sabha of Bengal is regarded as the first political association of India.

Question 16.
How is It known that the members of the Bangabhasa Prakashika Sabha discussed about matters affecting the Interests of the country adversely?
Answer:
It is known from a report published in the 17th December edition of Jnartanneshan that members of the Sabha in a meeting agreed to discuss matters that would affect the country adversely.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 17.
In what way did the Landholders’ Society serve the interests of the country and her people?
Answer:
The Society helped to create some ground of meeting between the Indian landholders and the Englishmen on an equal footing.

Question 18.
What was the contributions of the Landholders’ Society ?
Answer:
The contribution of the Landholders’ Society was that it paved the way how it was possible for the Indian people to work in close association with the well-wishers of India in Britain for redress of genuine grievances.

Question 19.
How was the Indian Association formed?
Answer:
The Indian Association was organized in 1876 through the efforts of Surendranath Banerjee at the Albert Hall at College Street in Kolkata.

Question 20.
Write one of the main political objectives of the indian Association.
Answer:
One of the main political objectives of the Indian Association was to create a strong body of public opinion all over the country.

Question 21.
What effort was made by Surendranath Banerjee to make the Indian Association a national body?
Answer:
In order to make the Indian Association a national body Surendranath Banerjee undertook a country wide tour.

Question 22.
Who made the word ‘national’ popular among the educated Bengalis?
Answer:
It was Nabagopal Mitra who made the word ‘national’ popular among the educated people of Bengal.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 23.
Mention one of the objectives of the Hindu Mela.
Answer:
One of the objectives of the Hindu Mela was to foster the spirit of self-help which was considered essential for the progress and welfare of the nation.

Question 24.
What was the contribution of the Hindu Mela towards the cultivar development ?
Answer:
The Hindu Mela worked for the development of national literature, national song, national gymnastics, etc.

Question 25.
How did the Hindu Mela help the national movement?
Answer:
The Hindu Mela by fostering the spirit of self-help paved the way for foundation of the national movement.

Question 26.
How did literature pave the way for rousing national consciousness?
Answer:
Literature of protest and patriotism in the form of novel poetry, drama, etc. played an important role in arousing national consciousness among the indian people.

Question 27.
How did Bankim Chandra’s Anandamath serve as an inspiration to the freedom-fighters ?
Answer:
Anandamath contains the song Bande Mataram and served as an inspiration to the Bengali revolutionaries early in the twentieth century.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 28.
What was predicted by Vivekananda in his Bartaman Bharat?
Answer:
In his Bartaman Bharat Vivekananda predicted of forming a state in which the knowledge of the priest period, the culture of the military, the distributive spirit of the commercial and the ideal of equality of the labour class would be brought into harmony.

Question 29.
In what background was Gora composed by Rabindranath?
Answer:
It was in the background of the Partition of Bengal that Rabindranath Tagore composed his novel Cora.

Question 30.
In which style of art was the Bharatmata painted by Abanindranath Tagore ?
Answer:
Abanindranath Tagore painted the Bharatmata in the Japanese style of art.

Question 31.
Mention one of the famous cartoons of Gaganendranath Tagore.
Answer:
One of the famous cartoons of Gaganendranath was the ‘University Machine’.

Class 10 History Chapter 4 Questions and Answers WBBSE – Short Answer Questions (2 Marks)

Question 1.
What was the nature of risings that took place in the pre-1857 era ?
Answer:
According to one estimate the Indian people raised their voice of protest as many as 54 times prior to the Revolt of 1857. The risings, however, were essentially local in nature. These did not assume an all-india character.

Question 2.
What was the incident in which Mangal Pandey was arrested and then hanged?
Answer:
At Barrackpore, near Calcutta, Mangal Pandey, a sepoy of the Bengal regiment fired a shot at a European officer. Despite order from the European officer none came forward to arrest him. Subsequently, Mangal Pandey was arrested and later on hanged.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 3.
How did the common people participate in the Revolt of 1857 ?
Answer:
In the Revolt of 1857 the sepoys were the first to burst out in revolt. Sepoys were soon accompanied by rebellion in the cities and country sides. In several places joining of different classes of civilian population gave the Revolt a greater dimension.

Question 4.
How was the British attempt to create a Hindu-Muslim divide foiled ?
Answer:
Despite British attempt to create Hindu-Muslim divide the two communities fought shoulder to shoulder during the Revolt of 1857 against the British colonists. Moreover, the Azimgarh Proclamation clearly stated the Hindus and Muslims were being ruined under the oppression of the treacherous British rulers. This was how the British attempt to create a divide was foiled.

Question 5.
Was the Revolt of 1857 a ‘national rising’ ?
Answer:
While some are in favour of calling the Revolt a ‘national rising’ others view the Revolt simply as a rising of the sepoys. In this context it may be said that a national rising does not require participation of all people. Hence the Revolt of 1857 may well be considered as a ‘national rising’.

Question 6.
Why was the Bengali intelligentsia opposed to the Revolt of 1857 ?
Answer:
The Bengali intelligentsia opposed the Revolt of 1857 because they considered the rebel sepoys as the allies of social reaction. They apprehended that in the event of success of the revolt there would be a return of the old social order and reactionary ideals. Thus the Bengali intelligentsia was opposed to the Revolt of 1857.

Question 7.
What was the impact of the Revolt of 1857 on indian administration ?
Answer:
The major impact was the end of the Company’s rule in India and its transfer to the British Crown. The supreme executive authority, so far called the ‘Governor-General of India’, henceforth came to be known as the ‘Governor-General and Viceroy’. There was also the reorganization of army and civil administration.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 8.
What was the Queen’s Proclamation?
Answer:
The Queen’s Proclamation issued in the name of Queen Victoria of England announced the change in the administration of india. It was through the Queen’s Proclamation that the honourific title of Viceroy was added to the ‘Governor-General of India’. The Proclamation also announced certain changes in the governmental policy henceforth to be pursued by the British government in India.

Question 9.
What is the importance of the Bangabhasa Prakashika Sabhal as the first political association of India ?
Answer:
Despite failure of the Bangabhasa Prakashika Sabha it must be admitted that it paved the way for later attempt at formation of political associations. Inspired by the example of the Bangabhasa Prakashika Sabha many such associations came to be established.

Question 10.
What did the Landholders’ Society promote interests of the people ?
Answer:
In the absence of contemporary records it is not definitely known how the Landholders’ Society promoted interests of the people. But there is no denying the fact that it helped to create some ground of meeting between the Indian landholders and the Englishmen on equal footing. The Society also broadened the political outlook of the educated indians.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 11.
What were the objectives of the Indian Association (Bharat Sabha)?
Answer:
The Indian Association (or Bharat Sabha) was established with four main objectives. These were : Creation of a strong body of public opinion; to unite various people of India on the basis of a common political ideal; promotion of friendly relations between the Hindus and Muslims. It also wanted to rally the masses in the great political movement of the day.

Question 12.
What were the objectives of the Hindu Mela ?
Answer:
The objectives of the Hindu Mela were : To foster the spirit of self help that was essential for the progress of the nation ; national progress, national unity and self-sufficiency were to be other goals; the Mela also wanted to help building up of Indian economy.

Question 13.
What were the contributions of the Hindu Mela ?
Answer:
In the melas or fairs organized by the Hindu Mela various indigenous products of arts and crafts were displayed which encouraged the native producers. The Hindu Mela also worked for the development of national literature, national songs, national gymnastics, etc. The Mela by fostering the spirit of self-help paved the way for foundation of the national movement.

Question 14.
What did Vivekananda say in the closing paragraph of the Bartaman Bharat ?
Answer:
Vivekananda titled the closing paragraph of the Bartaman Bharat as Swadesh Mantra. It is a magical chant addressed to every Indian. It is a call to arise and awake to.

Question 15.
What does the painting of Bharatmata by Abanindranath Tagore signify ?
Answer:
The painting Bharatmata evokes the memory of the first stanza of the Bande Mataram hymn. The Mother in the picture is beautiful and bountiful. Her feet are delicate, her head is surrounded by a halo indicating her divinity.

WBBSE Class 10 History Chapter 4 Questions and Answers – Analytical Answer Questions (4 Marks)

Question 1.
What was the social factor responsible for the causation of the Revolt of 1857?
Answer:
The social factor in the Revolt of 1857 was provided by the racial arrogance of the British and the consequent difference between the ruler and the ruled.

  • The British, unlike the foreigners who had come to India prior to them, did not build up any social relations with the Indians.
  • The arrogance of the British officers alienated the Indians completely from the alien rulers.
  • Result was that the Indians never looked upon the British in India as their benefactor. Thus each of their moves aroused suspicion amongst the Indians.
  • For example, reforms like the prohibition of sati and other social reforms, otherwise beneficial, appeared to the Indians as an attempt to Westernize the ancient people.
  • All this generated a hateful wrath among the Indians against the British rulers that burst out in the Revolt of 1857.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 2.
What was the economic cause of the Revolt of 1857 ?
Answer:
The basis of British imperialism was economic exploitation of the colonial people. The new economic policy introduced by the British proved disastrous for the peasantry, artisans, traders, all alike.

  • Since the time of the Industrial Revolution in England the real motive of the British was to convert India into a dumping ground for British industrial goods, and to ruin Indian industry and trade.
  • As a result of the new economic policy of the British the handicraftsmen and artisans were thrown out of employment.
  • Peasants were impoverished. Imposition of heavy tax ruined them.
  • Besides, creation of private property in land as affected the peasantry adversely. They could be evicted from their land.
  • All those who suffered under the British misrule availed themselves of the opportunity provided by the Revolt of 1857.

Question 3.
Write in short about the political cause of the Revolt of 1857.
Answer:
The annexationist policy of the British rulers like Lord Wellesley and Lord Daihousie created an atmosphere of discontent amongst the people of the native states of india.

  • After the Battle of Plassey the British following an annexationist policy built up their Indian empire. Native states were annexed one after another.
  • Particularly the annexations of Lord Dalhousie through the Doctrine of Lapse made many of the native ruling houses sullen and discontented.
  • Jhansi, Jaitpur, Sambalpur, Satara, etc. were annexed one after another. But the annexation of Oudh on the ground of maladministration agitated even the sepoys of the Company as many of them were recruited from Oudh.
  • The end of the rule of the native princes affected the people in many other ways. The people serving under the native princes were thrown out of employment.
  • The native princes as also the people of the respective states who were distressed were waiting for an opportunity of revenge. Thus many native princes rallied against the British when the Revolt broke out in 1857.

Question 4.
Why did the introduction of the Enfield Rifle aggrieve the indian sepoys?
Or
What was the immediate cause of the Revolt of 1857 ?
Answer:
During the hundred years of British rule different sections of indian population were badly affected by the policies of the British government in india.

  • In the mid 19th century when the atmosphere was surcharged with anti-British feeling the episode of greased cartridge provided the spark of the Revolt of 1857.
  • The new Enfield rifle introduced in India by the British army needed a special type of cartridge that had a greased cover.
  • The paper had to be bitten off before the cartridge was loaded into the rifle.
  • The grease used in the paper was alleged to be made of beef and pig fat that enraged both the Hindu and Muslim sepoys.
  • Both the religious communities felt that their religions were at stake. This worked as a spark in the magazine room and the Revolt began.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 5.
Would you say that the Hindus and Muslims co-operated with each other during the Revolt of 1857 ?
Answer:
Despite British attempt to create division between the Hindus and Muslims the two communities fought shoulder to shoulder against their common enemy, the British.

  • There is no shred of doubt that the British tried in all possible ways to transform the joint Hindu-Muslim struggle into a communal war between the two communities.
  • But this was unsuccessful as it was realized that any Hindu-Muslim divide was sure to weaken the combined strength to fight the British.
  • A Proclamation was issued in Delhi that urged upon the Hindus and Muslims to unite against the British infidels in the name of their respective religions.
  • The Muslim religious millenarians (believer in the future days of happiness) also issued similar proclamations urging upon the Hindus and Muslims to stand unitedly against the firinghees (British).
  • Thus it is evident from what is stated above that the Hindus and Muslims co-operated with each other against the British.

Question 6.
Write in short about the characteristic features of the Revolt of 1857.
Answer:
The characteristic features of the Revolt of 1857 were many as they were varied.

  • First of all the sepoys was followed or accompanied by a rebellion in the city and countryside. In several places the common people rose in revolt even before the sepoys.
  • Not only that, in some places the people came forward to fight against the British army with ordinary weapons.
  • Another characteristic feature of the Revolt of 1857 was that the rebels burnt the government records as what they did to the account books of the moneylenders and sowcars.
  • Despite the British attempt to create a Hindu-Muslim divide the two communities fought shoulder to shoulder against the British colonial rulers in the revolt.
  • An important feature of the Revolt was that in some areas of Uttar Pradesh and Bihar peasants and artisans rebelled against the foreign rulers. Moreover, they targeted the new zamindars that were considered the agents of the British.

Question 7.
Determine the character of the Revolt of 1857.
Or
Determine the nature of the Revolt of 1857.
Answer:
Opinions are sharply divided as regards the character of the Revolt of 1857. While some are of the opinion that it was nothing more than a revolt of the sepoys there are others who call it either a ‘war of independence’ or a popular revolt.

  • The old school of historians found it difficult to call the Revolt of 1857 a ‘war of arvelousce’ on the ground that there was no plan, no co
    ordination among the rebels of different parts of the country.
  • Dr. S.N. Sen argued that the Revolt was not merely a rising of the sepoys. According to him, a national rising does not require participation of all people.
  • Modern historians on the basis of available documents have come to the conclusion that though began with the rising of the sepoys the Revolt soon was joined by common people. As such the Revolt assumed the character of a popular revolt.
  • Moreover, participation of common people with primitive weapons,indeed, speaks in favour of the Revolt of 1857 being a popular revolt.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 8.
What were the direct effects of the Revolt of 1857 ?
Answer:
The direct effects of the Revolt of 1857 may be summed up in the following words :

  • The Revolt of 1857 exposed the danger of allowing a commercial organization to rule over a country.
  • Consequently, the British Parliament by an Act transferred the control of the country’s government from the East India Company to the British Crown.
  • Victoria, the Queen of England by a Proclamation assumed directly the responsibility of the Indian administration in her own hands.
  • In accordance with the Queen’s Proclamation the honorific title of Viceroy was added to the Governor-General of India. Lord Canning thus became the first ‘Viceroy and Governor-General of India’.

Question 9.
What were the indirect results of the Revolt of 1857 ?
Answer:
Far more important than the direct results were the indirect ones which followed the Revolt of 1857. These were as follows :

  • After the Revolt the difference between the ruler and the ruled widened further.
  • The British in order to retain their supremacy in india deliberately followed a policy of communal disharmony.
  • The post-1857 days of the British rule was marked by a new era of economic exploitation by the British in India.
  • During the period following the Revolt of 1857 the British government in India pursued a policy of opposing the educated middle class. Simultaneously it supported the landlords (zamindars) and native princes.
  • After the Revolt of 1857 was over the British government thoroughly reorganized its administrative apparatus.

Question 10.
What was the Queen’s Proclamation?
Answer:
The Queen’s Proclamation formally announced the taking over of the Indian administration by the British Crown. According to the British system of govenment, though Parliament is the supreme body. all the functions of the government are performed in the name of the Crown. Obviously, Victoria, the then Queen of England, finally announced the assumption of the indian government by the Crown acting through the British government by a proclamation. This was formally announced by Lord Canning at a Durbar held at Allahabad (November, 1858).

In the Durbar Canning read out the ‘Queen’s Proclamation’. This was how there was the beginning of the British Raj instead of the rule of the Company Bahadur. Formally, the administrative responsibility was vested in a minister of the British Cabinet, known as the ‘Secretary of State for India’.

Question 11.
What was the importance of the Queen’s Proclamation?
Answer:
Victoria, the then Queen of England, announced the assumption of the Indian government by the Crown by a Proclamation. This was formally announced by Lord Canning, the then Governor-General of India at a Durbar held at Allahabad in November, 1858. The Queen’s Proclamation, after the end of the Company’s rule in India, put forward the future agenda of the British government in England for the administration of India.

The importance of the Queen’s Proclamation lies in the commitments Queen Victoria had made to the people of India through it. She promised, through the Proclamation, to open administrative services to all irrespective of race and creed. The Queen assured the native princes that they would be safe and promised the middle class to widen the opportunities for their advancement. Despite all the promises it, however, soon became clear to all that they would be honoured more in their non-implementation rather than implementation.

Question 12.
Why did the educated Bengali middle class Bengali intelligentsia not support the rebels of the Revolt of 1857?
Or
What was the attitude of the Bengali middle class intelligentsia towards the Revolt of 1857?
Answer:
The Bengali intelligentsia was apathetic to the Revolt of 1857. This is such a ticklish problem that none has been able to offer any satisfactory explanation as to why the intellectuals did not lend support to the rebels. However, some possibilities may be discussed.

  • One explanation is that the Bengali intellectuals were opposed to the Revolt because they considered the rebels as allies of social reaction.
  • There were also socio-economic reasons why the middle-class intelligentsia opposed the Revolt. The intellectuals belonged to the well to-do family that had been the product of the colonial structure.
  • In the success of the Revolt the middle class saw the return of the old social order with all its reactionary principles and ideals.
  • Thus the middle-class Bengali intellectuals had no option but to oppose the revolt of 1857.

Question 13.
Was the Bangabhasa Prakashika Sabha, the first politicalasiation of india successful
Answer:
Details about the activities of the Bangabhasa Prakashika Sabha is not available. But whatever little is known from its reference in different contemporary newspapers it may be said that the Sabhez was not very successful in its mission. The members had decided to convene a meeting to consider the propriety of sending a memorandum in protest against the governmental measures.

But it is not known if any such meeting was ever held. Dr. Ramesh Chandra Majumder commenting on the Bangabhasa Prakashika Sabha pointed out that the failure of the association was due to the ‘lack of unity’ amongst its members. It must, however, be said that despite failure of the Sabha it paved the way for later organizational attempt at the formation of political associations.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 14.
What were the achievements of the Zamindary Association (Landholder’s Society)
Answer:
The Zamindary Association was the first association organized in 1837 in Calcutta with distinctive political outlook. The very next year (1838) the Association changed its name to the Landholders’ Society.

  • The Landholders’ Society was looked upon ‘as the pioneer of freedom in this country’. It gave to the people the first lesson in the art of fighting constitutionally for their rights.
  • Ostensibly the Society advocated the rights of the zamindars, but as their rights were intimately linked with those of the ryots the one could not be separated from the other.
  • The Landholders’ Society also set up the example of working in close association with the well-wishers of India in Britain for getting their grievances redressed.
  • The above are some of the achievements of the Landholdes Society.

Question 15.
With what objectives was the Indian Association formed ?
Answer:
The Indian Association was organized on 26 July 1876. The inaugural meeting was held at the Albert Hall in Calcutta. Ananda Mohan Basu was the first elected secretary, and Akshay Chandra Sarkar, the Assistant Secretary of the Association. The aims and objectives of the Indian Association were stated to be as follows :

  • The creation of a strong body of public opinion in the country.
  • The unification of the Indian races and peoples upon the basis of common political interests and aspirations.
  • The promotion of friendly feelings between Hindus and Muslims.
  • The inclusion of the masses in the great public movement of the day.

Question 16.
What did Abanindranath express through his paintings?
Answer:
Since 1806 Abanindranath’s paintings were designed as organized protests against foreign influences.

  • The paintings also meant passion for artistic expression through indigenous forms.
  • It may be said that his attitude towards indian culture was more intensely national than that of any exponents of national literature.
  • In the early Swadeshi days Abanindranath had been a sincere worker in the cause under the guidance of Rabindranath Tagore. Never did he forsake the spirit of Swadeshi.
  • Through the new school of painting (Bengal School of Painting) founded by him Abanindranath addressed the cultural side of the Swadeshi Movement.
  • Commenting on the achievements of Abanindranath in the sphere of art Sri Aurobindo Bose had remarked that the Bengal School of Painting was the antidote (corrective measure) for the bad taste generated by the British system of education.

Class 10 History Chapter 4 Questions and Answers West Bengal Board – Explanatory Answer Questions (8 Marks)

Question 1.
What was the immediate cause of the Revolt of 1857 ? What was the role of common people in it ?
Answer:
a. Immediate Cause of the Revolt : Various causes were responsible for the Revolt of 1857. Political, social, economic, military and other factors contributed to the making of the Revolt of 1857. When the atmosphere was surcharged with an anti-British feeling the episode of the greased cartridges provided the spark which turned it into a conflagration.

The new ‘Enfield Rifle’ introduced by the British in the army needed a special type of cartridge which had a greased paper cover. This paper had to be bitten off before the cartridge was loaded into the rifle. The grease used in the paper was made of beef and pig fat. This enraged both the Hindu and the Muslim sepoys. Both the religious communities felt that their religions were at stake. This worked as a spark in the magazine room and the Mutiny began.

b. Role of the Common People : The Revolt of 1857 did not remain confined to the sepoys of the British army in India. In fact, different shades of ordinary people joined the revolts in various places of Northern India. Prof. Satish Chandra has commented that in Bihar and Uttar Pradesh the Revolt of 1857 assumed a mass character due to the participation of the peasants and artisans. At Kanpur the ordinary people were led by Nana Saheb. Responding to his call even the villagers came out openly with primitive weapons to resist the foreign army.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 2.
What were the characteristic features of the Revolt of 1857? How did Mangal Pandey become a martyr?
Answer:
a. Characteristic Features of the Revolt : The characteristic features of the Revolt of 1857 were many as they were varied.

  • First of all the sepoys was followed or accompanied by a rebellion in the city and countryside. In several places the common people rose in revolt even before the sepoys.
  • Not only that, in some places the people came forward to fight against the British army with ordinary weapons.
  • Another characteristic feature of the Revolt of 1857 was that the rebels burnt the government records as what they did to the account books of the moneylenders and sowcars.
  • Despite the British attempt to create a Hindu-Muslim divide the two communities fought shoulder to shoulder against the British colonial rulers in the revolt.
  • An important feature of the Revolt was that in some areas of Uttar Pradesh and Bihar peasants and artisans rebelled against the foreign rulers. Moreover, they targeted the new zarnindars that were considered the agents of the British.

b. Mangal Pandey : The Revolt of 1857 broke out on 10 May 1857 at Meerut. It gathered force rapidly ‘cutting across Northern India like a sword’. Even before the outbreak at Meerut, Mangal Pandey had become a martyr at Barrackpore, near Calcutta.

At Barrackpore Mangal Pandey, a sepoy of the Bengal Regiment fired a shot at a European officer on 29 March 1857. Despite order from the European officers none came forward to arrest Mangal Pandey. Subsequently, however, Mangal Pandey along with those who disobeyed the order was arrested Mangal Pandey was hanged on 29 March. This was how Mangal Pandey became a martyr.

Question 3.
What was the nature of the Revolt of 1857? Why was the Revolt unsuccessful ?
Answer:
a. Nature of the Revolt : Opinions are sharply divided as regards the character of the Revolt of 1857. While some of the opinion are that it was nothing more than a revolt of the sepoys. There are others who call it either a “war of independence’ or a popular revolt.

  • The old school of historians found it difficult to call the Revolt of 1857 a ‘war of arvelousce’ on the ground that there was no plan, no coordination among the rebels of different parts of the country.
  • Dr. S.N. Sen argued that the Revolt was not merely a rising of the sepoys. According to him, a national rising does not require participation of all people.
  • Modem historians on the basis of available documents have come to the conclusion that though began with the rising of the sepoys the revolt soon was joined by common people. As such the Revolt assumed the character of a popular revolt.
  • Moreover, participation of common people with primitive weapons, indeed, speaks in favour of the Revolt of 1857 being a popular revolt.

b. Causes of the Failure of the Revolt: Revolt of 1857 was a failure. Various causes were responsible for the failure.

  • Apart from the military weaknesses of the mutineers and the faulty leadership, there were deeper social factors responsible for the failure of the Revolt. The Indian mutineers remained disorganised from the very beginning.
  • The Revolt of 1857 also failed due to the lack of leadership. The leaders, in fact, could not lead the rebels of the whole country.
  • There was hardly any coordination among the forces fighting in different regions. Moreover, since the rebels had no common end in view the Revolt could not be as intense as it should have been.
  • The Revolt of 1857 failed because the English were militarily superior to the sepoys.
  • Machineguns had always played an important role in the military activities of the British in Asia. It was also with the help of machine-guns that the British soldiers could easily crush the strongholds of the mutineers.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 4.
What were the causes of the Revolt of 1857 ?
Answer:
The Revolt of 1857 was not a sudden incident. Oppressed and exploited, the discontent of all the classes of Indian people was smouldering, and it broke out in flames in a revolt.

  • Social Cause : The social cause of the Revolt of 1857 was provided by The racial arrogance of the British and the consequent difference the rulers and the ruled.
  • Political Cause : The imperialist policy of the British rulers supplied the political cause of the Revolt. The annexationist policy of Lord created an atmosphere of rebellion in the native states of India. However, the annexation of Oudh on the ground of maladministration particularly agitated the sepoys of the East India Company, as many of them came from Oudh. Moreover, with the end of the rule of the native princes, many people serving under them were throw out of exployment.
  • Religious Cause : Activities of the Christian missionaries in India constituted the religious cause of the Revolt of 1857. With a view to perpetuating the British rule in india, the imperialist rulers made an attempt to obliterate the ancient heritage and the traditional beliefs of the indians.

Military Cause : When the sentiments of the indians were thus aroused against the British, the discontent of the sepoys constituted the military cause of the Revolt. The sepoys were discontented against the British for a variety of reasons. There was a great disparity between the salaries of the Indian and the European soldiers.

Thus when the resentment against the British were growing among the Indian sepoys news of some international events helped to generate a sense of self-confidence in them. The set-back of the British soldiers in the first Afghan War (1839) and the Crimean War (1854) indirectly helped the sepoys to be so determined as to rise in revolt against the British.

Immediate Cause : When the atmosphere was thus surcharged with an anti-British feeling the episode of the greased cartridges provided the spark which turned it into a conflagration. The new ‘Enfield Rifle’ introduced by the British in the army needed a special type of cartridge which had a greased paper cover.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

This paper had to be bitten off before the cartridge was loaded into the rifle. The grease used in the paper was make of beef and pig fat. This enraged both the Hindu and the Muslim sepoys. Both the religious communities felt that their religions were at stake. This worked as a spark in the magazine room and the revolt began.

Question 5.
Write in short about the leadership of Nana Saheb, Rani Lakshmi Bai, Kunwar Singh and Tantia Tope in the Revolt of 1857.
Answer:
The Revolt of 1857 had its beginning at Meerut in Uttar Pradesh on 10 May, where from it spread to various parts of Northern india. Besides Delhi the sepoys rose in rebellion in Lucknow, Kanpur, Jhansi, Arrah, etc. Some of these centres, at least temporarily, shook off the british rule.

a. Nana Saheb : There is no denying the fact that the participation of some feudal lords, native princes, etc. increased the intensity of the Revolt. Moreover, it did not remain confined to the sepoys alone. The rebels of Kanpur were led by Nana Saheb, the adopted son of Peshwa Baji Rao II. Under his leadership the mutineers successfully dislodged the English officials there.

b. Rani Lakshmi Bai : Of the leaders of the Revolt Rani lakshmi Bai of Jhansi deserves special mention. Initially she had co-operated with the English, but soon she turned into a formidable enemy of the British. She fought like a true heroine and tales of her bravery had inspired our countrymen ever since. With the help of Tantia Tope Lakshmi Bai successfully captured Gwalior. The brave Rani Lakshmi Bai died fighting on 17 June 1857.

c. Kunwar singh : Kunwar Singh, the discontented zamindar of Jagadishpur (in Bihar), was the chief organiser of the Revolt in Bihar. Kunwar Singh came to be known as the Tiger of the Revolt of 1857. He unfurled his own flag in his palace at Jagadishpur.

d. Tantia Tope : Even after the death of Rani Lakshmi Bai, Tantia Tope offered stiff resistance to the British adopting the guerilla tactics of Shivaji. At this juncture, taking advantage of the internal troubles in

Maharashtra, Tantia Tope established a strong centre of the Revolt there. Ultimately, of course, Tantia Tope had to surrender to the British. He was hanged to death on charges of treason and murder. With Tantia Topes death, the Revolt of 1857 virtually came to an end.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 6.
Write about the Hindu-Muslim relations during the Revolt of 1857.
Answer:
During the Revolt of 1857 the Hindus and Muslims fought shoulder to shoulder against their common enemy the British. No doubt the British tried in all possible ways to transform the joint Hindu-Muslim struggle into a communal war between the two communities. But this was unsuccessful. For, it was realised that any Hindu-Muslim divide was sure to weaken the combined strength to fight the British. Rather our rebel ancestors used religion to advance the revolutionary struggle.

A proclamation was issued in Delhi that urged upon the Hindus and Muslims to unite against the British infidels in the name of their respective religions. Other proclamations also similarly expressed the urgent need for Hindu-Muslim unity. The Muslim religious millenarians (those who believed in the future days of happiness) issued proclamations urging upon the Hindus and Muslims to stand united against the feringhees (English).

The famous Azimgarh Proclamation of 25 August 1857 categorically stated that ‘both Hindus and Muslims (were) being ruined under the tyranny and oppression of the infidel and treacherous English.’ Similarly, the Hindu Rajah of the Gond tribe, who was living as a pensioner of the British at Nagpur, had turned a traditional Sanskrit hymn into an anti-British hymn. Thus it may be said that in the Revolt of 1857 the Hindu-Muslim relation displayed one of harmony, cordiality and unity.

Question 7.
What were the causes of the failure of the Revolt of 1857 ?
Answer:
The Revolt of 1857 was a failure. Apart from the military weaknesses of the mutineers and the faulty leadership, there were deeper social factors responsible for the failure of the Revolt.

i. The failure of the Revolt of 1857 proved once again that a disciplined army, however small it may be in number, can easily defeat an indisciplined army of larger proportions. The Indian mutineers remained disorganised from the very beginning.

ii. The Revolt of 1857 also failed due to the lack of leadership. Bahadur Shah II, Rani Lakshmi Bai, Nana Saheb, etc. were leaders outstanding only in their respective areas. They, in fact, could not lead the rebels of the whole country.

iii. There was hardly any co-ordination among the forces fighting in different regions. Moreover, since the rebels had no common end in view the Revolt could not be as intense as it should have been. People around Delhi proclaimed Bahadur Shah, the Mughal Emperor, as the Emperor of Hindustan. But Lakshmi Bai or Kunwar Singh rioted for more than local autonomy.

iv. The powerful leaders like Holkar, Sindhia, the Nawab of Bhopal and others refused to join the Revolt. They even gave active support to the British in suppressing the Revolt.

v. The Revolt of 1857 failed because the English were militarily superior to the rebels. The Enfield Rifle used by the British soldiers were far superior to the ordinary firing weapons used by the indian sepoys.

vi. Machine-guns had always played an important role in the military activities of the British in Asia. It was also with the help of machine- guns that the British soldiers could easily crush the strongholds of the mutineers. In the opinion of Promode Sengupta, the greatest weakness of the indian sepoys was that they could not adopt the guerilla tactics of warfare to fight against the British soldiers.

Question 8.
What were the results of the Revolt of 1857 ?
Or
What was the impact of the Revolt of 1857 ?
Answer:
The results of the Revolt of 1857 may be studied under two heads, namely, direct and indirect.
a. Direct Results :

i. The Revolt of 1857 exposed the danger involved in allowing a commercial organisation to rule over a country. Consequently, the British Parliament by an Act transferred the control of the Indian government from the East India Company to the British Crown. The said Act passed on 2 August 1858, was known as the Act for the Better Government of India.

ii. Victoria, the Queen of England, by a Proclamation announced on 1 November 1858, directly assumed the responsibility of the Indian administration in her own hands. And it was in accordance with the Queen’s Proclamation that the honorific title of Viceroy was added to the Governor-General of india. That is to say, the supreme executive and legislative authority in India henceforth came to be called the Governor- General and the Viceroy. Lord Canning, so far known as the Governor- General of India, also became the first Viceroy of India in 1858.

iii. In her Proclamation Queen Victoria also announced certain changes in the governmental policy. She made it clear that the British government had no desire of further territorial expansion in India. The Queen also categorically stated that the British government in India would in no way interfere with the established customs or religion of the Indian people.

iv. The Revolt of 1857 led to an extensive reorganisation of the army and the civil administration. It must, however, be remembered that in spite of all these bold theoretical statements hardly any change occurred in the basic exploitative nature of the British rule in India.

b. Indirect Results : Far more important than the direct results were the indirect ones which followed the Revolt of 1857.

  • The Revolt further widened the difference between the ruler and the ruled.
  • During the post-Revolt years the British rulers, in order to maintain their supremacy in India, deliberately followed a policy of communal disharmony. The seed of communal discord planted by the English in India sprouted like a poison tree, and bore the fruits of communalism.
  • True that the British government in India did not pursue a policy of territorial expansionism in India during the post-1857 days, the period was yet marked by a new era of economic exploitation by the British.
  • It may be said that during the years following the Revolt of 1857 the British pursued a policy of opposing the educated middle class and supporting the landlords and native princes.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

Question 9.
What was the attitude of the Bengali intellectuals towards the Revolt of 1857? What was the Queen’s Proclamation ?
Answer:
a. Attitude of the Bengali Intellectuals ? There is a controversy of opinion regarding the attitude of the Bengali intelligentsia towards the Revolt of 1857. It is true that the middle class Bengali intellectuals were apathetic to the Revolt of 1857. But this attitude cannot be explained simply by a sense of loyalty’ of the intelligentsia to the foreign rulers. There are other reasons why the Bengali intellectuals expressed hostile attitude towards the rebels.

i. The discontent of the nobles and aristocrats of the old social order saw in the success of the Revolt of 1857 a chance to regain their lost social status based on birth and landed property. On the other hand the Bengali educated middle class saw, in the success of the Revolt, the possibility of return of old social order with all its reactionary principles.

ii. There were also socio-economic reasons for which the Bengali intelligentsia opposed the Revolt of 1857. The intellectuals belonged to the well-to-do families that had been the product of the colonial structure. Their economic status rose because of the trade and commerce, and their intellectual position was due to the english education. Thus the Bengali middle class in its own interest was bent on defending the new socio-economic conditions under the British rule. Hence their opposition to the rebels.

iii. The growing political consciousness of the educated Bengali middle class was also responsible for their opposition to the revolt. Politically conscious middle class thought that in the event kings and nobles had wrested political power from the British there would be hardly any scope for their playing any political role.

iv. The Bengali middle class, which was the creation of British rule, saw no hope in the Revolt of 1857. In their own class-interest the middle class thought it to be prudent to take sides with the British rulers rather than to back the feudal element of the Revolt of 1857.

v. Above are some of the reasons why the Bengali intelligentsia took a hostile attitude towards the rebels.

b. The Queen’s Proclamation: The Queen’s Proclamation formally announced the taking over of the Indian administration by the British Crown. According to the system of British govenment, though Parliament is the supreme body all the functions of the government are performed in the name of the Crown. Obviously, Victoria, the then Queen of England, finally announced the assumption of the Indian government by the Crown acting through the British government by a proclamation.

This was formally announced by Lord Canning at a Durbar held at Allahabad (November, 1858). In the Durbar Caning read out the ‘Queen’s Proclamation’. This was how there was the beginning of the British Raj instead of the rule of the Company Bahadur. Formally, the administrative responsibility was vested in a minister of the British Cabinet, known as the ‘Secretary of State for India’.

Question 10.
Write in short about the Bangabhasa Prakashika Sabha. What were the achievements of the Landholders’ Society ?
Answer:
a. Bangabhasa Prakashika Sabha : The little that is known about the Bangabhasa Prakashika Sabha from its reference in different contemporary newspapers the following may be said about the Sabha.

  • The members had decided to convene a meeting to consider the propriety of sending a memorandum in protest against the governmental measures. But it is not known if any such meeting was ever held.
  • Dr. Ramesh Chandra Majumder commenting on the Bangabhasa Prakashika Sabha pointed out that the failure of the association was due to the “lack of unity’ amongst its members.
  • It must, however, be said that despite failure of the Sabha it paved the way for later organizational attempt at the formation of political associations.

b. Landholders’ Society : The first association with a distinctive political outlook in India was the Zamindary Association that was formed in 1837. The very next year the association changed its name to the Landholders’ Society. The achievements of the Society may be summed up in the following words :

i. In a meeting of the Society Rajendralal Mitra, the great Orientalist, said that he looked upon the Landholders’ Society as the pioneer of freedom in this country. It gave to the people the first lesson in the art of fighting constitutionally for their rights.

ii. Ostensively it advocated the rights of the zamindars, yet the Association advocated for the rights of the ryots as well. As the rights of the zamindars were linked with those of the ryots wh. was good or bad for the zamindars was equally valid for the ryots.

iii. The Landholders’ Society set up example of working in close association with the well-wishers of india in Britain.

iv. The Society through the London Society sought to draw the attention of the British Government in London on the following objects :

  • Prevention of the resumption of rent-free tenure
  • Extension of the land settlement of permanent nature to all the parts of British India,
  • Reform of the judicial, police and revenue systems for the betterment of all classes of people of the country.
  • The demands raised by the Society were later on taken up by the Indian National Congress in the form of resolution.
  • The above are some of the achievements of the Landholders’ Society.

Question 11.
What were the objectives of the indian Association ? How did it help the growth of national movement ?
Answer:
a. Objectives : The Indian Association was organized on 26 July 1876. The inaugural meeting was held at the Albert Hall in Calcutta. Ananda Mohan Basu was the first elected secretary, and Akshay Chandra Sarkar, the Assistant Secretary of the Association. The aims and objectives of the Indian Association were stated to be as follows :

  • The creation of a strong body of public opinion in the country.
  • The unification of the Indian races and peoples upon the basis of common political interests and aspirations.
  • The promotion of friendly feelings between Hindus and Muslims.
  • The inclusion of the masses in the great public movement of the day.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

b. Help to the Growth of National Movement : The activities of the Indian Association constituted an important phase in the growth of national movement in India. In an address Surendranath Banerjee categorically stated that there was no political organization in Bengal that represented the middle class and the ryots. In various ways the Indian Association helped the growth of national movement.

  • The Indian Association worked in co-operation with the political organizations in other provinces of the country. Through a campaign for reduction of the maximum age for the Indian Civil Service (ICS) the Association sought to awaken a spirit of unity and solidarity among the Indian people.
  • The Association also took great interest in the development of local self-government. It urged upon the people to join the Association in petitioning for the elective system in municipalities. This was considered the first important step towards the realization of the ideal of representative government in India.
  • The indian Association also took active interest in all the contemporary political issues and led different agitations. The Ilbert Bill agitation and imprisonment of Surendranath Banerjee taught the Indian nationalists the value of greater political movement.
  • In order to give concrete shape to the idea of broader political movement the indian Association called an All-India National Conference in 1883. This was the precursor of the Indian National Congress.

Question 12.
With what objectives was the Hindu Mela formed ? What were its contributions to the cause of indian nationalism ?
Answer:
a. Objectives : The objectives of the Hindu Mela were :

  • To foster the spirit of self-help, which was considered essential for the progress and welfare of the nation.
  • Manomohon Bose, the great orator of the time, emphasized that national progress, national unity and practice of self-sufficiency must be the sacred goal of the Mela.
  • One of the objectives of the Mela was to help building up of Indian economy.
  • Propagation of the motto self-dependency throughout the country was another major objective of the Hindu Mela.

b. Contributions to the cause of Nationalism : The Hindu Mela had immense contributions to the cause of Indian nationalism.

  • The Hindu Mela used to hold annual sessions. On such occasions fairs were organized attended by thousands of people. Display of various products of Indian arts and crafts encouraged the native producers.
  • The Hindu Mela also worked for the development of national literature, national song, national gymnastics, etc.
  • The Mela also drew into the national movement personalities like Sibnath Shastri, Bipin Chandra Pal, Sisirkumar Ghosh and many others.

Question 13.
What is the idea revealed in the Bartaman Vivekananda ?
Answer:
Bartaman Bharat is a monograph by Swami Vivekananda. It contains deep feeling of national, cultural and political issues.
a. The Bartaman Bharat amplifies and elaborates the ideas on society. It is stated that human society in turn is governed by the four castes the priests, soldiers, traders and labourers.

b. The priestly rule is exclusive on hereditary grounds; the military rule is tyrannical and cruel. The commercial rule is crushing and blood-sucking. But the traders go everywhere and they are good disseminators of ideas. The rule of the labourers has the advantage of distributing physical comforts. But it has the disadvantage of lowering culture.

c. In the Bartaman Bharat Vivekananda predicts forming a state in which the knowledge of the priest period, the culture of the military, the distributive spirit of the commercial and the ideal of equality of the last (labourers) are brought into harmony. To Vivekananda that would be an ideal state.

d. Bartaman Bharat ends with a calling for giving up imitating the Western life-style in dress and manners. There should be cherished feeling of self-respect, and a sense of pride in being Indian.

e. The closing paragraph of the Bartaman Bharat is titled by Vivekananda as Swadesh Mantra, an incantation (magical chant) for the homeland. It is addressed to every Indian. It is a call to arise and awake to the national ideal of identity with the Indian heritage. The indian people, even if they are the poorest and the lowliest should take pride in having been born as an indian.

WBBSE Class 10 History Solutions Chapter 4 Early Stages of Collective Action: Characteristics and Analyses

f. Patriotism and nationalism for Vivekananda was never a matter of political strategy, rather it had to do with spiritual belonging to one’s culture and history. Religion and nationalism became interchangeable for Vivekananda.

Question 14.
What is revealed through the agriculture of Gaganedranath Tagore?
Answer:
Gaganendranath Tagore was a figure in contemporary indian painting. His achievements rank high among Bengal’s many notable contributions to modern Indian culture.

a. Gaganendranath has been the brother of the founder of the Bengal school of painting, Abanindranath Tagore. But he was not a figure in that art movement. He kept himself free from the influence of the new school, even while living so close to its founder and inspirer.

b. Nirad C. Chaudhuri has observed that Gaganendranath’s cartoons display marvelous originality as drawings. They were unsurpassed in india not only at the time they were created, they are unsurpassed even today.

c. The outlook of the cartoons is that of liberalism of the last decade of the nineteenth century and first twenty years of the twentieth century.

d. In the above context a better-known cartoon of Gaganendranath may be taken up for discussion. One of the famous cartoons was the ‘University Machine’.

e. The cartoon University Machine shows a clock striking 10.30 a.m. The smoke comes out of the chimney, while the students throng at the gate. The university building is in the shape of big fat tomes (a very large heavy book). Pressed between them, after the courses are done, the students come out flattened and crippled. One would also notice the two figures in silhouette standing Tern two pillars.

One of them appears to be in European costume, while the other is in indian turban. They are probably those among the founders of the university. They are no longer moving forces but are now shadowed out. The crowd at the gate is in Bengali dress. The cartoon has an undercutting of sadness in spite of the satire.

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

by

Well structured WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations can serve as a valuable review tool before exams.

Reform: Characteristics and Observations Class 10 WBBSE MCQ Questions

Multiple Choice Questions (Tick off the correct ones)

Question 1.
Which of the following published articles on contemporary social problems and social reforms?
a. Somprakash
b. Jnandarshan
c. Bangadarshan
d. Prabashi
Answer:
b. Jnandarshan

Question 2.
Of the following periodicals that helped to bring about women’s progress in education was:
a. Bamabodhini
b. Hindu Patriot
c. Grambarta Prakashika
d. Somprakash
Answer:
a. Bamabodhini

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

Question 3.
Which of the following published articles that included definition and character of ‘new Bengali women’ was ?
a. Prabashi
b. Sabuj Patra
c. Bamabodhini
d. Jnandarshan
Answer:
c. Bamabodhini

Question 4.
Of the following which was first published under the editorship of Girish Chandra Ghosh ?
a. Bamabodhini
b. Hindu Patriot
c. Grambarta Prakashika
d. Bangadarshan
Answer:
b. Hindu Patriot

Question 5.
Which of the following expressed the opinion that the Hindu marriage law imposed disability on the part of the girls in exercising their right to marry on their own initiative?
a. Somprakassh
b. Jnandarshan
c. Bangadarshan
d. Hindu Patriot
Answer:
d. Hindu Patriot

Question 6.
Which of the following under the editorship of Krishnadas raised voice against the British government’s action in muzzling the press ?
a. Hindu Patriot
b. Jnandarshan
c. Bangadarshan
d. Prabashillw
Answer:
a. Hindu Patriot

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

Question 7.
Of the following who was the author of Hutom Pyanchar Naksha?
a. Girish Chandra Ghosh
b. Kaliprasanna Sinha
c. Harish Chandra Ghosh
d. Umesh Chandra Datta
Answer:
b. Kaliprasanna Sinha

Question 8.
Of the following who ridiculed the Europeans in Kolkata for their fear of the Revolt of 1857 and for exaggerating atrocities perpetrated by the rebels?
a. Girish Chandra Ghosh
b. Kaliprasanna Sinha
c. Dinabandhu Mitra
d. Harish Chandra Mukherjee
Answer:
b. Kaliprasanna Sinha

Question 9.
Of the following who was the most promising journalist of contemporary Bengal under whom the Hindu Patriot became the leading news weekly of Bengal ?
a. Girish Chandra Ghosh
b. Kaliprasanna Sinha
c. Dinabandhu Mitra
d. Harish Chandra Mukherjee
Answer:
d. Harish Chandra Mukherjee

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

Question 10.
In which of the following books did the turmoil in Bengal society during the 19th century find expression?
a. Grambarta Prakashika
b. Neel Darpan
c. Sabuj Patra
d. Hutom Pyancher Naksha
Answer:
d. Hutom Pyancher Naksha

Question 11.
Of the following who was the author of Neel Darpan ?
a. Girish Chandra Ghosh
b. Kaliprasanna Sinha
c. Dinabandhu Mitra
d. Harish Chandra Mukherjee
Answer:
C. Dinabandhu Mitra

Question 12.
Of the following who raised voice of protest against the European indigo planters ?
a. Dwarakanath Tagore
b. Kaliprasanna Sinha
c. Dinabandhu Mitra
d. Harish Chandra Mukherjee
Answer:
c. Dinabandhu Mitra

Question 13.
Of the following journals which was published by Kangal Harinath Majumder ?
a. Hindu Patriot
b. Sabuj Patra
c. Bamabodhini
d. Grambarta Prakashika
Answer:
d. Grambarta Prakashika

Question 14.
Which of the following exposed to the public the miserable condition of the villagers under the British rule?
a. Bamabodhini
b. Sabuj Patra
c. Grambarta Prakashika
d. Hindu Patriot
Answer:
c. Grambarta Prakashika

Question 15.
Which of the following is considered as the beginning of Western education in India ?
a. Charter Act of 1813
b. Charter Act of 1823
c. Charter Act of 1833
d. Charter Act of 1854
Answer:
a. Charter Act of 1813

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

Question 16.
Of the following one of the members of the Anglicist party was:
a. Princep
b. Elliot
c. Saunders
d. Southerland
Answer:
c. Saunders

Question 17.
Which of the following finally led to the declaration of official educational policy by Bentinck?
a. Charter Act of 1833
b. Macaulay’s Minute of 1835
c. Charter Act of 1854
d. Anglicist-Orientalist controversy
Answer:
b. Macaulay’s Minute of 1835

Question 18.
In which of the following years was Calcutta Medical College established?
a. 1813
b. 1823
c. 1835
d. 1854
Answer:
c. 1835

Question 19.
Of the following the first Indian to feel the need for English education was :
a. Iswarchandra Vidyasagar
b. Rammohan Roy
c. Derozio
d. Radhakanta Dev
Answer:
b. Rammohan Roy

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

Question 20.
Of the following who was the leader of the conservatives of the contemporary Bengal and defended everything that passed as Hinduism?
a. Rammohan Roy
b. Narendra Dev
c. Radhakanta Dev
d. Radharaman Dev
Answer:
c. Radhakanta Dev

Question 21.
Of the following who insisted that study and morals of the students should be the primary concern of the teachers?
a. Rammohan Roy
b. Radhakanta Dev
c. Debendranath Tagore
d. Drinkwater Beathune
Answer:
b. Radhakanta Dev

Question 22.
Of the following who was a great patron of female education ?
a. Radhakanta Dev
b. Debendranath Tagore
c. Derozio
d. Drinkwater Bethune
Answer:
d. Drinkwater Bethune

Question 23.
Of the following who had a big hand in framing the rules and regulations of the Hindu College?
a. Rammohan Roy
b. David Hare
c. Radhakanta Dev
d. Derozio
Answer:
c. Radhakanta Dev

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

Question 24.
The organization that took initiative to print and publish text books in both English and Bengali was :
a. Hindu College
b. Serampore College
c. School Society
d. School Book Society
Answer:
d. School Book Society

Question 25
The Hindu College was founded in :
a. 1813
b. 1815
c. 1817
d. 1854
Answer:
c. 1817

Question 27.
Who rendered all possible help to Bethune for setting up of a girls’ college in Kolkata?
a. Rammohan Roy
b Iswarchandra Vidyasagar
c. Keshab Chandra Sen
d Derozio
Answer:
b. Iswarchandra Vidyasagar

Question 28.
Of the following what led to the foundation of universities in India ?
a. Charter Act of 1813
b Macaulay’s Minute
c Wood’s Dispatch
d Calcutta University Act
Answer:c. Wood’s Dispatch

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

Question 29
The first Chancellor of the University of Calcutta was :
a. Lord Bentinck
b Lord Canning
c. Asutosh Mukherjee
d. Lord Amherst
Answer:
b. Lord Canning

Question 30.
The first Vice-Chancellor of the University of Calcutta was :
a. James William Colvile
b. Asutosh Mukherjee
c. Jadunath Sarkar
d S. Radhakrishnan
Answer:
a. James william Colvile

Question 31.
Of the following who was the first to dissect the corpse of human body?
a. Nilratan Sircar
b Jagadish Chandra Bose
c. Prafulla Chandra Roy
d. Madhusudan Gupta
Answer:
d. Madhusudan Gupta

Question 32.
Of the folloing who took up the leadership of the Brahmo Movement after the death of Rammohan Roy ?
a. Keshab Chandra Sen
b Radhakanta Dev
c. Debendranath Tagore
d. Bipin Chandra Pal
Answer:
c. Debendranath Tagore

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

Question 33.
The Brahmo leader who condemned polygamy, was :
a. Rammohan Roy
c Keshab Chandra Sen
b Debendranath Tagore
d Bijay Krishna Goswami
Answer:
c. Keshab Chandra Sen

Question 34.
Of the following who prohibited sati before the Company’s government enacted law declaring sati illegal ?
a. The Court of Directors
b The Christian missionaries
c. Brahmo Samaj
d None of the above
Answer:
b. The Christian missionaries

Question 35.
In which year was sati declared illegal by the Regulation XVII ?
a. 1829
b. 1855
c. 1856
d. 1858
Answer:
a. 1829

Question 36.
The first of the associations founded by Derozio was :
a Society for the Acquisition of General Knowledge
b Academic Association
c Sadharan Jnanoparjika Sabha
d Epistolary Association
Answer:
b Academic Association

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

Question 37.
Of the Young Bengal who composed the Fakir of Jhungeera?
a Rashik Krishna Mallick
b. Krishnamohan Banerjee
c Radhanath Sikdar
d. Derozio
Answer:
d. Derozio

Question 38.
When was finally the Hindu widow remarriage legalized by Act XV ?
a. 1813
b. 1823
c. 1854
d. 1856
Answer:
d. 1856

Question 39.
Who compiled the tenets of Brahmoism in two volumes that gave new life to Brahmoism as a new religion?
a. Rammohan Roy
b. Keshab Chandra Sen
c Debendranath Tagore
d. Bijay Krishna Goswami
Answer:
c Debendranath Tagore

Question 40.
Of the following who said that the East was spiritual and the West was materialistic ?
a Rammohan Roy
b. Bijay Krishna Goswami
c Ramakrishnadeva
d. Vivekananda
Answer:
d Vivekananda

Tick off True or False

1. Bamabodhini, the periodical, helped to bring about men’s progress in education and social matters.
Answer: False

2. Hindu Patriot was an English weekly published from Kolkata and was a famous paper of Bengal
Answer: True

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

3. The Hindu Patriot, under the editorship of Harish Chandra raised its voice against the British Government’s action in muzzling the press.
Answer: False

4. Some satirical sketches of a Kolkata city life is to be found in the Hotom Pyanchar Nakska.
Answer: True

5. Neel Darpan is a Bengali play authored by Bankim Chandra Chatterjee.
Answer: False

6. Rabindranath Tagore contributed essays on literature, philosophy, etc. in the Grambarta Prakashika.
Answer: True

7. From the very initial stage the British became interested in introducing Western education in India.
Answer: False

8. By the Charter Act of 1813 the East India Company was directed to set aside a sum of Rupees one lac for the promotion of learning in India.
Answer: True

9. The Evangelists were those who put pressure upon the British Government in London for the spread of vernacular education in India.
Answer: False

10. Lord Macaulay, the Law Member in the Governor-General’s Council was in favour of introducing Western education in India.
Answer: True

11. After its foundation in 1823 the General Committee of Public Instruction proceeded with full vigour to spread the English education.
Answer: True

12. Lord Hardinge gave stimulus to English education by linking up knowledge of English with government employment.
Answer: True

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

13. Rammohan Roy helped J.E. Drinkwater Bethune in the establishment of Hindu Female School.
Answer: False

14. The introduction of Western education was one of the main factors that caused the Indian awakening.
Answer: True

15. Rammohan Roy was a direct supporter for the establishment of the Hindu College.
Answer: False

16. Chandramukhi Bose and Kumudini Bose were the first two women graduates of the University of Calcutta.
Answer: False

17. The first Vice-Chancellor of the University of Calcutta was Sir James William Colvile.
Answer: True

18. It was Madhusudan Gupta who was the first to dissect corpse of human body at the Calcutta Medical College.
Answer: True

19. The Brahmo Samaj founded by Rammohan Roy became the centre of reformist movement in Bengal.
Answer: True

20 Being attracted by the personality of Rammohan Roy Keshab Chandra Sen joined the Brahmo Samaj.
Answer: False

21. Keshab Chandra Sen organized a volunteer party called Sangat Sabha in 1860 for famine relief.
Answer: True

22. Being influenced by the Western ideas Bijay Krishna Goswami started questioning the Hindu institutions and beliefs.
Answer: True

23. Contemporary journals like Samachar Darpan and Sambad Kaumadi did not support the cause of the abolition of sati.
Answer: False

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

24. The Christian missionaries had prohibited sati in the areas under their jurisdiction much before the Company’s government took any initiative in this regard.
Answer: True

25. It was Lord William Bentinck who prohibited the practice of sati by declaring it illegal by the Regulation XVII in 1829.
Answer: True

26. Derozio promoted advanced ideas through his class lectures.
Answer: True

27 Derozio taught his students about the evil effects of idolatry and superstition.
Answer: True

28. The students of the Hindu College collectively known as the ‘Young Bengal’.
Answer: False

29. Serious attempts were made by the enlightened middle class to introduce Hindu widow remarriage in the 19th century.
Answer: True

30. The first Hindu widow remarriage took place between Srischandra Nayaratna and Kalimati Devi who was a widow of only eleven years.
Answer: False

31. Haji Mohammad Mohsin was a religious man and made no distinction between Hindu and Muslim.
Answer: True

32. Bijay Krishna Goswami infused a new life into the Brahmo movement.
Answer: False

33. Debendrannath Tagore in 1881 formed the new religious faith under the name Nababidhan.
Answer: False

34. Ramakrishna Paramhansa was convinced that all religious lead to the same goal.
Answer: True

35. Vivekananda admitted that the West had certain positive achievements such as freedom and respect to women.
Answer: True

36. Lalon Fakir appropriated various philosophical positions emanating from Hindu, Jain, Buddhist and Islamic traditions.
Answer: True

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

37. The European Renaissance had gave birth to many-sided resurgence, but the Bengal Renaissance did not have any such capacity to generate.
Answer: True

38. According to Professor Amalesh Tripathi it is a fault to equate the cultural flowering of the 19th century Bengal with that of the European Renaissance of the fifteenth century.
Answer: True

39. Macaulay as the Law Member finalized the education policy of the East India Company’s government in India.
Answer: False

40. In 1844 Lord Amherst gave stimulus to English education by linking a knowledge of English with government employment.
Answer: False

41. Vidyasagar was helped by Drink water Bethune in establishing the Hindu Female School.
Answer: False

42. Rammohan was the founder of the Anglo-Hindu School in 1822.
Answer: True

43. Raja Radhakanta Dev was the leader of the conservatives of the contemporary Bengal who defended everything that passed as Hinduism.
Answer: True

44. Derozio was dismissed from the Hindu College under pressure from Rammohan and his associates.
Answer: False

45. Calcutta Medical College of Bengal was founded in 1835
Answer: True

46. Wood’s Dispatch recommended the establishment of a university in each of the three Presidency towns of Calcutta, Bombay and Madras.
Answer: True

47. Bankim Chandra Chatterjee became one of the first two graduates of the University of Calcutta.
Answer: True

48. Pandit Madhusudan Gupta was the first to dissect a corpse at the R.G. Kar Medical College.
Answer: False

49. Rammohan considered caste system of the Hindu society as the greatest impediment to the growth of patriotic feeling amongest them
Answer: True

50. Inspired by Rammohan Roy Keshab Chandra Sen joined the Brahmo Samaj in 1857.
Answer: True

51. Bijay Krishna Goswami at a point of time abandoned the association of Keshab Chandra Sen and joined the Sadharan Brahmo Samaj.
Answer: True

52. William Carey was convinced that the practice of sati was not a compulsory practice applicable applicable to all the Hindu widows.
Answer: False

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

53. Sambad Kaumadi and other journals with progressive ideas took up the cause of the abolition of the practice of sati.
Answer: True

54. In spite of his Indo-European lineage Derozio looked upon India as his motherland.
Answer: True

55. It is said that the Young Bengal held an idea that was less progressive than that of Rammohan.
Answer: False

56. The question of remarriage of Hindu widows gathered momentum from the 30s of the nineteenth century.
Answer: True

57. The orthodox section of the Hindu society were opposed to the remarriage of Hindu widows and submitted petition against legalizing the remarriage of the Hindu widows.
Answer: True

58. It was owing to the leadership of Debendranath Tagore that the Indians could withstand the onslaught of Westernization let loose by the British colonialism.
Answer: True

59. The Brahmo movement hardly played any role for the regeneration of India.
Answer: False

60. Ramakrishna found people quarrelling in the name of religion without realizing that He who is called Krishna is also called Sivs, and bears the name of Jesus and Allah as well.
Answer: True

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

61. Vivekananda set before the people the great ideal of conquest of the world by India.
Answer: True
WBBSE Class 10 History MCQ Questions Chapter 2 Reform Characteristics and Observations 1

Fill in the gaps by choosing the correct words

1. The Bengali periodical Bamabodhini laid strong emphasis on ________ issues.
Answer: Women

2. ________ included the definition and character of ‘new Bengal women’
Answer: Bamabodhini

3. The ________ published stories narrating vividly how the indigo peasants were oppressed by the indigo planters.
Answer: Hindu Patriot

4. ________ raised its voice of protest against the British Government’s action in muzzling the press.
Answer: Hindu Patriot

5. Hotom Pyanchar Naksha is authored by ________
Answer: Kaliprasanna Sinha

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

6. ______ ridiculed the Europeans in Kolkata for their fearof the Revolt and for exaggerating atrocities committed by the rebels.
Answer: Kaliprasanna Sinha

7. Grambarta Prakashika was published under the editorship of _____
Answer: Kangal Harinath Majumdar

8. The beginning of Western education in India is to se dated from the _____
Answer: Charter Act 1813

9. In the Anglicist-Orientalist controversy _____ belonged to the Anglicist party.
Answer: Colvin

10. No one can deny the contributions of the print media in ______ and other fields.
Answer: Social

11. The Hindu Patriot was an ______ weekly published from Kolkata.
Answer: English

12. Neel Darpan is a Bengali play authored by _____ written in the background of the Indigo Revolt.
Answer: Dinabandhu Mitra

13. Reputed Bengali stalwarts like _____ and others contributed essays to the Grambarta Prakashika.
Answer: Rabindranath

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

14. As regards the abolition of _____ Rammohan was not in favour of abolishing it in one go. Rather he advocated for checks on it and the use of policing.
Answer: Sati

15. The beginning of Western education in India dates from _____
Answer: 1813

16. The chief exponent of Evangelism was _____
Answer: Charles Grant

17. _____ were those who favoured the introduction of Western scientific knowledge in India.
Answer: Anglicists

18. Radhakanta Dev always insisted that study and morals of the _____ should be of primary importance.
Answer: Students

19. The University of Calcutta was established on 24 January
Answer: 1857

20. Rammohan lodged protest to _____ against the official proposal to set up Sanskrit College in Calcutta.
Answer: Lord Amherst

21. After the death of Rammohan the cause of Brahmo movement for social reform was taken up by _____
Answer: Debendranath Tagore

22. Drawn by the magnetic power of ____ oration thousands of youths subscribed to the Brahmo faith.
Answer: Debendranath

23. _____ organized welfare measures for the people in distress.
Answer: Keshab Chandra Sen

24. Amongst the Hindu Sanskrit scholars the most important opinion was expressed by _____ regarding the prohibition of sati.
Answer: Mrityunjoy Vidyalankar

25. Samachar Chandrika came out openly in support of the practice of _____ and favoured its continuance.
Answer: Sati

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

26. It was under the influence of _____ that many of the students renounced the sacred thread (paita).
Answer: Derozio

27. The attempts of _____ to initiate Hindu widow remarriage failed miserabiy.
Answer: Maharaja Srish Chandra

28. A new phase of the Brahma Movement started with the joining of _____ in 1857.
Answer: Keshab Chandra

29. The concept of sarva dharma samannay was projected by _____
Answer: Ramakrishna

Statement and Assertion

Question 1.
Statement : The newspapers, journals, etc. played an important role in fostering social consciousness and promoting nationalism.
Assertion:
a. Bamabodhini was a Bengali periodical published in 1863.
b. Hindu Patriot was the most famous paper of Bengal for quite some time.
c. During the nineteenth century several factors were responsible for causing tension within the Bengali society.
d. Bamabodhini helped to bring about women’s progress in education and social matters.
Answer:
d. Bamabodhini helped to bring about women’s progress in education and social matters.

Question 2.
Statement : The Bengali middle class fur the first time came out in open support to the indigo rebels.
Assertion:
a. The play, Neel Darpan was written by Dinabandhu Mitra.
b. Prior to the Indigo Revolt the middle class did not lend support to those who rebelled against the British colonists.
c. Dinabandhu Mitra had first hand knowledge how the peasants were oppressed by the indigo planters.
d. The indigo planters did what they liked to the peasantry.
Answer:
b. Prior to the Indigo Revolt the middle class did not lend support to those who rebelled against the British colonists.

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

Question 3.
Statement : From the enactment of the Charter Act of 1813 much time was wasted till a final decision was taken by the British officials to introduce Western education in India.
Assertion :
a. There emerged two opinions in the official circle regarding the education to be introduced in India.
b. The Anglicists were in favour of introducing Western education in the country.
c. The Orientalists wanted that traditional Indian learning be introduced in India.
d. Lord William Bentinck with the help of Lord Macaulay, the Law Member, finally decided in favour of introducing Western education in India.
Answer:
d. Lord William Bentinck with the help of Lord Macaulay, the Law Member, finally decided in favour of introducing Western education in India.

Question 4.
Statement : The practice of sati was a social evil. The East India Company’s government finally passed a Regulation prohibiting sati. Assertion :
a. The Christian missionaries had prohibited the practice of sati in the area under their jurisdiction.
b. The orthodox section of the Bengali society in kept no stone unturned to preserve the practice of sati.
c. Lord William Bentinck with the support of high officials, judges and other finally abolished the practice of sati. Rammohan, however, was not in favour of its immediate abolition.
d. Journals like Samachar Darpan and others also took up the cause of the abolition of the practice of sati.
Answer:
c. Lord William Bentinck with the support of high officials, judges and other finally abolished the practice of sati. Rammohan, however, was not in favour of its immediate abolition.

Question 5.
Statement : The movement initiated by the ‘Young Bengal’ did not continue for more than ten years.
Assertion :
a. Though Derozio died a premature death his inspiration among the contemporary youth lived longer.
b. The Young Bengal, also called Derozians, studied the Western literature and drew inspiration from it.
c. Young Bengal, in the opinion of some critiques, held far more advanced political ideas than those of Rammohan.
d. The Young Bengal could not define their objectives in clear terms, nor they had any leadership after Derozio.
Answer:
d. The Young Bengal could not define their objectives in clear terms, nor did they have any leadership after Derozio.

Match List I with List II

Question 1.
Match the following:

List I List II
(a) The Bengali periodical that gave emphasis to women issues (i) Neel Darpan
(b) Harish Chandra Mukheijee (ii) Bamabodhini
(c) Oppressions of the indigo planters (iii) Hutom Pyanchar Naksha
(d) Description of a Kolkata city street (iv) Hindu Patriot

Answer:
(a) – (ii), (b) – (iv), (c) – (i), (d) – (iii)

Question 2.
Match the following:

List I List II
(a) The periodical which included definition and character of “New Bengali women’ (i) Dinabandhu Mitra
(b) Hindu marriage law imposed disability on the part of girls in exercising their right to marry on their own (ii) Bamabodhini
(c) The one who noticed and expressed with irony and humour how the old and new lived side by side (iii) Hindu Patriot
(d) Staying in Jessore one who had the first hand knowledge how the peasantry treated by the indigo planters (iv) Hutom Pyanchar Naksha

Answer:
(a) – (ii), (b) – (iii), (c) – (iv), (d) – (i)

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

Question 3.
Match the following:

List I  List II
(a) The journal that was published under the editorship of Kangal Harinath Majumder (i) Charter Act of 1813
(b) The provision of spending one lac of rupees in a year for the promotion of education in India (ii) Grambarta Prakashika
(c) The chief exponent of Evangelism (iii) Anglicist
(d) The opinion that favoured introduction of Western education in India (iv) Charles Grant

Answer:
(a) – (ii), (b) – (i), (c) – (iv), (d) – (iii)

Question 4.
Match the following:

List I List II
(a) Western scientific education officially introduced in India (i) Rammohan Roy
(b) Linking up knowledge of English with government employment (ii) Iswarchandra Vidyasagar
(c) Emancipation of women (iii) Lord Hardinge
(d) Indirect support to the foundation of the Hindu College (iv) Macaulay’s Minute

Answer:
(a) – (iv), (b) – (iii), (c) – (ii), (d) – (i)

Question 5.
Match the following:

List I List II
(a) Leader of the orthodox section of the contemporary Bengali society (I) Wood’s Dispatch
(b) The need for education in Western learning and science was realized by an Englishman (II) Drinkwater Bethune
(c) Foundation of universities in India was laid in 1854 (III) David Hare
(d) Foreigner who devoted himself to the cause of female education in India (iv) Radhakanta Dey

Answer:
(a) – (iv), (b) – (iii), (c) – (i), (d) – (ii)

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

Question 6.
Match the following:

List I List II
(a) The Governor-General of India at the time of the foundation of universities (i) Chandramukhi Bose
(b) The first woman graduate of the University of Calcutta (ii) Lord Canning
(c) The first male graduate of the University of Calcutta (iii) Iswarchandra Vidyasagai
(d) Honorary Secretary of the Bethune Female School till 1869 (iv) Bankim Chandra Chatterjee

Answer:
(a) – (ii), (b) – (i), (c) – (iv), (d) – (iii)

Question 7.
Match the following:

List I List II
(a) In the Calcutta Medical College the first dissection of corpse took place in 1836 (i) Vaishnavism
(b) President of the Friend’s Social welfare society (ii) Keshab Chandra Sen
(c) Sadharan Brahmo Samaj (iii) Madhusudan Gupta
(d) A disillusioned Bijay Krishna Goswami was attracted to the teachings of Sri Krishna Chaitanya (iv) Debendranath Tagore

Answer:
(a) – (iii), (b) – (iv), (c) – (ii), (d) – (i)

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

Question 8.
Match the following:

List I List II
(a) Official decision to consider the question of abolishing the sati (i) William Carey
(b) The missionary who studied the Hindu scripture on the burning of widow (ii) Court of Directors in London
(c) Movement against the practice of sati (iii) Samachar Darpan
(d) The newspaper that supported the practice of sati (iv) Rammohan Roy

Question 9.
Match the following:

List I List II
(a) Abolition of the practice of sati (i) Young Bengal
(b) Teacher of the Hindu College who was dismissed (ii) William Bentinck
(c) The students of the Hindu College who published magazine (iii) Derozio
(d) Students of Derozio (iv) Hindu Pioneer

Answer:
(a) – (ii), (b) – (iii), (c) – (ii), (d) – (i)

WBBSE Class 10 History MCQ Questions Chapter 2 Reform: Characteristics and Observations

Question 10.
Match the following:

List I List II
(a) The most important Sanskrit scholar who opined against the practice of sati (i) Vivekananda
(b) The Fakir of Jhungeera was full of patriotic feeling (ii) Lalon Fakir
(c) Neo-Vedanta or Neo-Hinduism (iii) Derozio
(d) A social reformer who believed in the power of music (iv) Mrityunjoy Vidyalankar

Answer:
(a) – (iv), (b) – (iii), (c) – (i), (d) – (ii)

WBBSE Class 10 History Sample Question Paper Set 2

by

Practicing with West Bengal Board Class 10 History Book Solutions and WBBSE Class 10 History Sample Question Paper Set 2 alongside detailed explanations can lead to a deeper understanding of the subject.

West Bengal Board Class 10 History Model Question Paper Set 2

Group A

1. Choose the correct answers to the following :

Question 1.
Of the following who wrote his first play Anande Raho in 1882?
a. Jogendra Gupta
b. Giris Chandra Ghosh
c. Dasarathi Roy
d. Sridhar Kathak
Answer:
b Giris Chandra Ghosh

WBBSE Class 10 History Sample Question Paper Set 2

Question 2.
Of the following who authored the book on sports entitled Twenty-two Yards of Freedom?
a. Ramchandra Guha
b. Ashis Nandy
c. Boria Mazumder
d. Niharranjan Roy
Answer:
c. Boria Mazumder

Question 3.
Of the following which was a scholarly writing on architecture ?
a. History of Indian and Eastern Architecture
b. An Imperial vision
c. Silpasashtra
d. Making of a New Indian Art
Answer:
c. Silpasashtra

Question 4.
Of the following who composed a Bengali book on the dry plate photography?
a. Mahim Chandra Thakur
b. Saraccandra Deb
c. Ramendrasundar Trivedi
d. Adisvara Ghatak
Answer:
d. Adisvara Ghatak

WBBSE Class 10 History Sample Question Paper Set 2

Question 5.
Of the following who was not associated with the foundation of the Hindu College?
a. David Hare
c. Iswarchandra Vidyasagar
b. Kaliprasanna Singha
d. Louis Henry Vivian Derozio
Answer:
b. Kaliprasanna Singha

Question 6.
Which of the following Brahmo leaders was called ‘Brahmananda’?
a. Sivnath Shastri
b. Debendranath Tagore
c. Keshab Chandra Sen
d. Radhakanta Deb
Answer:
c. Keshab Chandra Sen

Question 7.
Of the following who was the earliest feminist of modern Bengal ?
a. Sarojini Naidu
b. Padmaja Naidu
c. Swarup Rani
d. Sarala Devi
Answer:
d. Sarala Devi

WBBSE Class 10 History Sample Question Paper Set 2

Question 8.
Of the following who put forward the idea of Sarbadharma Samanyay?
a. Sri Ramakrishna Deva
b. Bijay Krishna Goswamee
c. Swami Vivekananda
d. Lalan Faqir
Answer:
a. Sri Ramakrishna Deva

Question 9.
In which of the following places did the Kol Rebellion take place 1831-32. ?
a. Bengal
b. Rangpur in present Bangladesh
c. Chotonagpur
d. Bhagalpur, in Bihar
Answer:
c. Chotonagpur

Question 10.
Of the following places where did the Bheels enjoy monopoly of power?
a. Chotonagpur
b. Khandesh
c. Andhra region
d. Kerala region
Answer:
b. Khandesh

WBBSE Class 10 History Sample Question Paper Set 2

Question 11.
Of the following who led the Barasat Rebellion?
a. Dudu Mian
b. Titu Mir
c. Joa Bhagat
d. Durjan Singh
Answer:
b. Titumir

Question 12.
Of the following who was the first Governor-General of India ?
a. Lord Dalhousie
b. Lord Canning
c. William Bentinck
d. Warren Hastings
Answer:
c. William Bentinck

Question 13.
In which stage of the national movement did the Eka Movement take place?
a. Quit India Movement
b. Civil Disobedience Movement
c. Non-Cooperation Movement
d. Partition of Bengal
Answer:
c. Non-Cooperation Movement

WBBSE Class 10 History Sample Question Paper Set 2

Question 14.
In which of the following years did the All India trade Union Congress come into existence?
a. 1905
b. 1917
c. 1919
d. 1920
Answer:
d. 1920

Question 15.
The Workers’ and Peasants’ Party was associated with which of the following?
a. Rowlatt Satyagraha
b. Working class movement
9. Non-Cooperation Movement
d. Bardoli Satyagraha
Answer:
b. Working class Movement

Question 16.
Of the following who was associated with the Civil Disobedience Movement ?
a. Kalpana Dutta
b. Kamaladevi Chattopadhyay
c. Bina Das
d. Pritilata Waddedar
Answer:
b. Kamaladevi Chattopadhyay

Question 17.
Of the following who led the Chittagong Armoury raid ?
a. Binoy Bose
b. Dinesh Gupta
c. Masterda
d. Rashbehari Bose
Answer:
c. Masterda

WBBSE Class 10 History Sample Question Paper Set 2

Question 18.
Of the following who first coined the term harijan to describe the dalits ?
a. B. R. Ambedkar
b. Mahatma Gandhi
c. Jogendranath Mondal
d. Narasimha Mehta
Answer:
d. Narasimha Mehta

Question 19.
Of the following who tried to unite the Namasudras in their struggle against exploitation?
a. Haridas Thakur
b. Harichand Thakur
c. Guruchand Tahakur
d. None of the above
Answer:
b. Harichand Thakur

WBBSE Class 10 History Sample Question Paper Set 2

Question 20.
Of the following who was the chairman of the States Reorganization Committee formed in 1953 ?
a. K.M. Panikkar
b. Abul Kalam Azad
c. Fazl Ali
d. Vallabhbhai Patel
Answer:
c. Fazl Ali

Group B.

2. Answer the following Questions.

Attempt one question from each sub-group: In all 16 questions 1×16=16

Answer each of the following questions in one sentence :

Question 1.
Who was the author of the autobiography Jibaner Jharapata?
Answer:
Sarala Devi Chaudhurani’s autobiography is known as Jibaner Jharapata.

Question 2.
Who was the editor of the journal Grambarta Prakashika?
Answer:
Kangal Harinath Majumdar was the editor of the popular journal named Grambarta Prakashika

Question 3.
In which year was the Bethune Female School established?
Answer:
The Bethune Female School was established in 1849.

WBBSE Class 10 History Sample Question Paper Set 2

Question 4.
Who was the first Indian woman to become the President of the Congress?
Answer:
The first Indian to become the President of the Indian National Congress was Smt. Sarojini Naidu.

Identify which of the following is ‘True’ or ‘False’ :

Question 1. Rammohan Roy was associated with the Hindu widow re-marriage.
Answer: False

Question 2. Hindoo Patriot was English weekly published from Kolkata.
Answer: True

Question 3. The Science College was founded with aid from the British govt.
Answer: False

Question 4. Bardoli Satyagraha was the first civil disobedience movement of the peasantry of Bardoli in Surat.
Answer: True

Match column ‘A’ with column ‘B’

A B
1. Bengali periodical that gave emphasis to women issues (a) Neel Darpan
2. Harish Chandra Mukherjee (b) Bamabodhini
3. Oppressions of the indigo planters (c) Hutum Pyanchar Naksha
4. Description of a Kolkata city street (d) Hindoo Patriot

Answer:
1-b, 2-d, 3-a, 4 -c

WBBSE Class 10 History Sample Question Paper Set 2

Identify the following places in the given map of India :

1. The area of Sannyasi-fakir Revolt.
2. Areas of the Indigo Revolt of Bengal.
3. Centre of Rangpur (in Bangladesh) Revolt.
4. Centre of the Chuar Rebellion.
Answer:
See the attached Map of India
Or
(Only for blind students

Fill in the blanks with right words :

1. The Act that laid the foundation of education in India was …………………..
Answer:  Charter Act of 1813

2. Jibaner Jharapata was an autobiography of …………………..
Answer: Sarala Devi Chaudhurani

3. The students of Derozio together was known as …………………..
Answer:  Young Bengal

4. ………………….. was associated with the Hindu Mela.
Answer: Rajnarain Bose

Select the correct interpretation of the following statements :

1. Statement: Rammohan Roy strongly advocated for introduction of Western education.

Interpretation 1: Rammohan was opposed to setting up of Sanskrit College
Interpretation 2: No real education was possible without a knowledge of Western science and philosophy.
Interpretation 3: Rammohan was the founder of the Anglo-Hindu School.
Answer:
Interpretation 2: No real education was possible without a knowledge of Western science and philosophy.

2. Statement: Anandamath was a novel written by Bankin Chandra Chatterjee.

Interpretation 1: Anandamath became the gospel of Indian revolutionaries.
Interpretation 2: This was the first literary journal of its kind.
Interpretation 3: This published articles on economic issues
Answer:
Interpretation 1: Anandamath became the gospel of Indian revolutionaries.

WBBSE Class 10 History Sample Question Paper Set 2

3. The Baptist Mission Press started printing Bengali books.

Interpretation 1: The Press was first of its kind in Bengal.
Interpretation 2: The Press facilitated assimilation of Eastern and Western cultures in the country.
Interpretation 3: The Press supplied books to the trainees of Fort William College.
Answer:
Interpretation 2: The Press facilitated assimilation of Eastern and Western cultures in the country.

4. The Anti-Circular Society was organized in 1905.

Interpretation 1: It provided education to the students who were ousted from the government schools.
Interpretation 2: The Society encouraged the students to participate in the political movement.
Interpretation 3: The Society helped to educate the Working class.
Answer:
Interpretation 1: It provided education to the students who were ousted from the government schools.

Group C.

Answer the following questions in 2 or 3 sentences (any 11)

Question 1.
Would you say the music has been an integral part of Indian culture ?
Answer:
Indeed, music has been an integral part of the Indian culture. Since the time of the Vedas music is being practiced. The oldest preserved example of Indian music is to be sound in the Samaveda of the Vedic corpus.

Question 2.
How would you define ‘New Social History?
Answer:
‘New Social History’ or simply ‘social history’ is a branch of history that studies the experiences of common people. The New Social History emerged through the writings of British historians like Edward Thomson, Eric Hobsbawm, etc.

WBBSE Class 10 History Sample Question Paper Set 2

Question 3.
How would you explain ‘fashion’?
Answer:
‘Fashion’ may be defined as a popular style or practice particularly in clothing. It changes from time to time.

Question 4.
Why is government document important source of history ?
Answer:
Reports, intelligence reports, police reports, etc. may be regarded as government documents which constitute primary materials. Interpretation and analysis, etc. of such documents are the secondary documents.

Question 5.
Why was Bamabodhini periodical important ?
Answer:
Bamabodhini, a monthly journal edited by Umesh Chandra Dutta, was published in 1863. The journal greatly influenced the womenfolk in many ways, especially about their rights. Many women entered literary career through writing in Bamabodhini.

Question 6.
Who was John Elliot Drinkwater Bethune?
Answer:
Until Bethune’s arrival in India, the East India Company took little initiative to introduce female education in the country. As Bethune was aware of the suffering and deprivation of women in this country, he was eager to impart formal education to the girls.

Question 7.
How did Keshab Chandra Sen infuse new blood to the Brahmo Samaj ?
Answer:
Keshab Chandra infused new blood to the Brahmo Samaj as he included programme of social reform alongside missionary activities of the Samaj. Keshab Chandra also undertook welfare measures for the people in distress.

Question 8.
What is an ‘uprising’?
Answer:
An uprising may be defined as a protest organized locally against authority or certain governmental policy. There is little difference between rebellion and uprising.

WBBSE Class 10 History Sample Question Paper Set 2

Question 9.
Who were the Bheels ?
Answer:
Bheels were a section of the backward and warlike community of central India. They resorted to plunder and loot of rich landholders in their vicinity. Their plunder seriously affected the law and order of Khandesh.

Question 10.
What do you understand by the term ‘Age of Associations’?
Answer:
In the absence of political parties the associations used to play the role of representing the opinion of the people everywhere in the world. In India as well it was through the political associations of the nineteenth century that India entered into the arena of modern politics. Thus the ‘Age of Associations’ was crucial to the development of the country when a good number of political associations came to be established.

Question 11.
Write in short about the Eka Movement.
Answer:
During the period of the Non-Cooperation movement some insurgent peasants of United Province were active under the name Eka. The rebel peasants took the vow that they would pay only the recorded rent, and under any circumstances hey would not leave their land.

Question 12.
Write in short about the Indian Independence League.
Answer:
In 1928 the Indian Independence League was formed jointly by Jawaharlal Nehru and Subhas Chandra Bose. The Organization pressurized the Congress and Gandhiji to start movement for the attainment of Complete Independence (Poorna Swaraj).

WBBSE Class 10 History Sample Question Paper Set 2

Question 13.
How did the students participate in the Civil Disobedience movement ?
Answer:
With the outbreak of the Civil Disobedience Movement, the student community of Bengal became a formidable force. Between 1930 and 1933 as many as fifteen thousand students were imprisoned by the British on the charge of violating Section 144 or for picketing in front of business establishments.

Question 14.
Who was Jotiba Phule?
Answer:
A social reformer of Maharashtra, Jotiba Phule was pioneer in establishing a girls’ school at Poona (Pune) in 1851. The reform movement received further impetus when an organization named Paramhansa Mandali launched movement for breaking the caste rules and untouchability. Jotiba Phule also launched a fierce movement against the supremacy of Brahmmins in the Hindu society.

Question 15.
How was Junagadh acceded to the Indian Union?
Answer:
Muhammad Muhabay Khanji III, the ruling Nawab of Junagadh, declared accession to Pakistan. As a protest against this the people of Junagadh launched a fierce movement. In November 1947 the Government of India took over the administration at the express desire of the people of Junagadh.

Group D.

4. Answer the following questions in 7/8 sentences :

(Attempt one question from each sub-group: in all 6 questions)

Question 1.
Write how did Dinabandhu Mitra raise his voice against the oppressions of the indigo planters.
Answer:
The indigo rebellion of Bengal constituted an important chapter in the history of peasant movement in India during the British colonial rule. The most important aspect of the indigo rebellion was the support lent for the first time by the educated middle class to the rebel peasantry. Dinabandhu’s native home Jessore was one of the main centres of indigo cultivation.

WBBSE Class 10 History Sample Question Paper Set 2

Thus he had first-hand knowledge of how the indigo planters used to oppress the peasantry. In the play Neel Darpan Dinabandhu exposed the grim picture of inhuman villainy and torture perpetrated by the indigo planters. It was due to the efforts of Dinabandhu Mitra that the Bengali middle class came out in open support to the indigo rebels.

Question 2.
What were the contributions of Debendranath to the Brahmo Movement?
Answer:
After the death of Rammohan Roy the cause of Brahmo Movement was taken up by Debendranath Tagore. He infused a new life into the Brahmo movement. He founded the Tattwabodhini Sabha in 1839 that took over the charge of the Brahmo Samaj.

In fact, the credit of transforming the Brahmo Samaj into a distinctive religious order belongs to Debendranath Tagore. With a view to disseminating the doctrine of Brahmoism amongst the people Debendranath brought out the first number of Tattwabodhini Patrika in 1843. Later on, under the leadership of Keshab Chandra Sen the Brahmo Samaj emerged as the leading social organization of India.

Question 3.
What was the nature of the Revolt of 1857 ?
Answer:
The nature of the Revolt of 1857 is a very contentious issue, and debate over it started from the very moment of its happening.

a. Opinions are sharply divided as to whether the Revolt of 1857 was mere a mutiny or a War of Independence.

b. Considered from the nature of the rising the old school of historians found it difficult to call it a War of Independence on the following grounds

  • There was no definite political ideal before the rebels. Though expulsion of the British was the immediate goal, there was no co-ordinated plan to establish an independent government in place of the British.
  • There was no plan, no co-ordination among the rebels in different parts of the country. The fact that at least some of the zamindars and talukdars (landed magnates) participated in the rebellion would at best give it a feudal character as Jawaharlal Nehru pointed out.
  • Common people did not participate in any measure that can legitimately give it the name of a ‘national rising’.

c. Professor S. N. Sen in his book entitled Eighteen Fifty-seven concluded that the mutiny of 1857 was not simply a rising of the sepoys. He argued that a national rising does not require participation of all people. Only an influential section of people had participated in the revolutions of France and America. On such arguments Professor Sen calls it a ‘national rising’, although to a limited extent.

WBBSE Class 10 History Sample Question Paper Set 2

Question 4.
How did the Calcutta Science College develop?
Answer:
The University College of Science and Technology is also known as the Rajabazar Science College. Officially, however, it is known as the Rashbehari Siksha Prangan. This is one of the four campuses the University of Calcutta has in Kolkata. The Science College was founded in 1914 by the then legendary Sri Asutosh Mukherjee, the then Vice-Chancellor of the University of Calcutta.

The Science College was founded without any aid from the colonial British government in India. In fact, establishment of this science division of the University of Calcutta was possible due to the generous donation of about thirty-seven and half lacs of rupees made by Sri Rashbehari Ghosh and Sri Taraknath Palit together.

The Rajabazar Science College has been officially named Rashbehari Siksha Prangan in memory of Sri Rashbehari Ghosh, and the Ballygunge Science College is named Taraknath Siksha Prangan. The first batch of teachers included Acharya Prafulla Chandra Roy, the Nobel laureate Sir Chandra Sekhar Venkata Raman, popularly known as ‘C. V. Raman’, Sisir Kumar Mitra, etc. The legendary 1915 M.Sc. batch comprised Satyendranath Bose, Meghnad Saha, Jnanchandra Ghosh and others.

Question 5.
How did printing press help the spread of education ?
Answer:
During the 18-19 centuries people in India were largely illiterate and would remain so for many centuries. But some educated enlightened Indians and a small number of professional people who lived and worked in towns, however, felt the need of books.

In India in the past, like many Western countries, copyists multiplied books by hand. But with the introduction of printing text books of all sorts, English and vernacular, grammars, elementary books were published that catered to the needs of the people.

In fact, printed books became a medium for the dissemination of knowledge. The elementary Bengali text book that deserves mention for the learning of Bengali language is that of Varna Parichay by Iswarchandra Vidyasagar. However, how printing helped dissemination of knowledge may be explained with an example.

The Baptist Mission and its Press printed and published text-books, religious books and other works in vernacular languages, and in English. Books translated from English to Bengali also included in the list of publications. All this facilitated spread of education.

Question 6.
How did the Indian peasantry participate in the anti-Partition Movement ?
Answer:
A significant event in the early years of Indian national movement, particularly in Bengal, was the anti-Partition agitation. The announcement of partition set off a mighty upsurge. The anti-partition movement soon assumed an all-India character in which different classes of people participated. Despite the popular character of the anti-partition movement it must be admitted that it was largely confined to the urban middle class.

  • The peasants’ participation was very much limited. Indeed, the Congress leadership did call upon the peasants to start a no-rent campaign. However, the participation of peasants in the movement was significant at least in some parts of the country.
  • The indigo peasants of Champaran in Bihar rose in rebellion. Peasants’ disturbances took place in Assam and Mymensingh (in present Bangladesh).
  • The Muslim peasants of Barisal (in present Bangladesh) were led by Aswini Kumar Datta. The Left politics did not emerge in India during the anti-Partition movement. As such there was no question of the Leftists’ leadership amongst the peasants.

Question 7.
How did the socialist influence strengthen the working class movement ?
Answer:
Socialist influences in Indian politics between 1921 and 1924 definitely strengthened the working class movement. Various socialist and communist groups that had emerged in different places were also engaged in organizing labour movements. Despite British Government’s action restraining the activities of the communists the Workers’ and Peasants’ Party (WPP) was formed in 1927. The initiative was taken by the communist leaders like S.A. Dange, Muzaffar Ahmed, P.C. Joshi and Sohan Singh Josh.

The shortlived WPP rapidly spread its organization in the provincial and national levels. Another aspect of the WPP was that it functioned as a left-wing within the Congress. The WPP devoted itself, among other things, to the growth of class consciousness amongst the working class.

WBBSE Class 10 History Sample Question Paper Set 2

The objective of the WPP was to strive for a broad anti-imperialist front for the achievement of complete independence with the ultimate aim of establishment of socialism in the independent country. Though the WPP was short-lived, its units in some of the provinces emerged as the political party of the working class.

Question 8.
What was the part played by women in the Civil Disobedience Movement ?
Answer:
The Non Co-operation Movement was suspended by Gandhiji in 1922. But its suspension found its stronger follow-up in the Civil Disobedience Movement (1930). Participation of women in the Civil Disobedience constituted an important chapter in the history of women’s struggle in the freedom movement.

  • Between 1930 and 1932 women in many places played an important role as they conducted picketing in front of the shops selling foreign goods.
  • Women’s participation in the Movement, however, took various forms. While Parsee and Christian women residing in Bombay advocated female education, the Gujarati women, under the influence of Gandhiji, aimed at the attainment of Swaraj and women’s freedom.
  • In Bengal, women leaders like Kumudini Bose, Latika Ghosh and Hemalata Tagore made sincere efforts promoting women’s welfare and training of women in some useful crafts.
  • In U.P. Swarup Rani Nehru, Jawaharlal Nehru’s mother, burdened with age did not hesitate to vote for khadi in the streets. Thus Gandhiji’s Civil Disobedience found wonderful response from the Indian womenfolk.

Group E.

5. Answer any one question in 15/16 sentences :

Question 1.
Write about the spread of Western education under Indian initiative.
Answer:
The introduction of Western education was undoubtedly one of the main factors that caused the Indian awakening.
a. Raja Rammohan Roy : Raja Rammohan Roy was the first Indian to feel the need for Western education, and as such came to be known as the ‘first Modern Man of India’.

  • Besides being an indirect supporter of the Hindu College Rammohan was the founder of the Anglo-Hindu School in 1822. In the school Western science, philosophy and literature were taught.
  • Rammohan sent a memorial (petition) in 1823 to Lord Amherst advocating for the introduction of Western education in India.Communist Party of India and the communists were isolated from the peasants and workers.

b. Raja Radhakanta Deb: Though out and out a conservative Raja Radhakanta Dev was a promoter of English education and science. Radhakanta had deep respect for Tom Paine’s Age of Reason, which was the Bible of the Derozians. Aware of the importance of the study of science Radhakanta contributed liberally to the fund raiser for sending Indian youths to England for higher studies in medicine and surgery.

c. Other Initiatives : While missionaries were busy organizing English schools the Indians were not sitting idle. They founded a number of schools in Calcutta. The most popular amongst such schools was the Oriental Seminary founded by Gour Mohan Addy. Another English school of repute was the Arpooly Pathsala (Indian Awakenning and Bengal : p 108: Nemai Sadhan Bose).

After 1835 the number of English schools began to increase rapidly. Among the many new institutions opened was the Hooghly College founded in 1836. For this institution Haji Mohammad Mohsin’s property provided a princely donation. This college did much for the spread of English education, particularly among the Muslims. The above is in short the English institutions set up under Indian initiative.

WBBSE Class 10 History Sample Question Paper Set 2

Question 2.
What was the nature of participation of the Communist Party in the Indian national movement ?
Answer:
From the very beginning the Communist Party’s main form of political work was to organize peasants and workers and to work through them.

a. During the 20s of the twentieth century the communist organizers set up unions and organized strikes in India’s textile, jute and cotton mills, and in the railway workshops. But the greatest success was the strike for over six months by the Communist-led Girni Kamgar Union in 1928. Such successes, however, were short-lived.

b. The Meerut Conspiracy Case (1929) gave a severe blow to the activities of the communists. But the communists inflicted a deadly blow on themselves by breaking their connection with the Congress. The communist movement, however, was saved as many of the communists refused to stand apart from the Civil Disobedience Movement and actively participated in it.

c. There was a radical change in the situation in 1935 when the communists once again participated in the activities of the Congress.

d. The communists did not participate in the Quit India Movement. It has been pointed out by Professor Satyabrata Rai Chowdhuri that the Indian communists made mistake as regards national policy of the country.

e. In reconciling the events at home with the international communist movement they were accustomed to look to the (erstwhile) Soviet Union rather than the potentialities of the Indian national movement. However, after Hitler had invaded the Soviet Union in 1941 the Indian communists following the Peoples’ War line suspended all sorts of anti-Imperialist activities lest that would weaken the antifascist war efforts.

f. In the thesis the question of India’s independence was subordinated to the victory of the Soviet Union in the World War II. But this was an unreal expectation because the people of India wanted first to become independent with or without the victory of the Soviet Union. This line certainly isolated and discredited the

Question 3.
How did womenfolk participate in the Quit India Movement? What was the nature of women’s role in the armed revolutionary struggle ? 5+3
Answer:
a. Participation of Women in the Quit India Movement : Women’s participation in the Quit India Movement took various forms in rural and urban areas of the country. While in the rural areas the peasant women protested against prevalent land-system in city areas the message of fight for freedom was propagated through radio transmitter.

  • In the rural areas the peasant women joined the men in lodging protest against the hike in land-revenue and other taxes imposed illegally. Also the women protested against the landholders’ rights.
  • In Midnapur district of West Bengal, during the course of the Quit India Movement, the peasants attacked the police stations, even the communication network was disrupted by destroying telegraph lines.
  • The incident that immortalized Midnapur in the history of the freedom movement was the lead given by Srimati Matangini Hazra, a 73-year-old widow in capturing the court and the police station of Tamluk.
  • Usha Mehta, a patriot to the very core of her heart, set up a radio transmitter, known as the Vice of Freedom. Her intention was to circulate the information of war of freedom amongst the people of the country. Usha persisted with her task of broadcasting until she was arrested by the British police (12 November 1942) on the charge of sedition.

b. Nature of Women’s Role in the Armed RevolutionaryStruggle: In the revolutionary struggle participation of women presented a different picture than that of nonviolent struggle.

(i) Women’s involvement in the non-violent struggle had the support and encouragement of Gandhiji. But the women who participated in the armed struggle joined it on their own. That is to say, there had been no encouragement from any quarter to enthuse the women to join the revolutionary struggle.

(ii) In fact, the revolutionary secret societies made no concerted efforts to encourage the participation of women as Mahatma Gandhi had done in regard to the nonviolent activities.

WBBSE Class 10 History Sample Question Paper Set 2

(iii) Another important point to be noted is that direct participation of women in the revolutionary movement was not feasible also due to certain constraints. First, women were not allowed by their male relatives to join the revolutionary secret societies. Second, the risk was too high to allow women to participate in revolutionary feats on an equal basis with men.

(iv) However, in general the indirect participation of women helped the revolutionaries silently from the background. In the above context the revolutionary activities of Pritilata Waddedar and Kalpana Datta may be discussed.

Group F.

6. Answer the questions in a complete sentence

Question 1.
Which Act marked the beginning of Western education in India ?
Answer:
Macaulay’s Minute of 1835 marked the beginning of Western education in India.

Question 2.
Who was the founder of the Brahmo Samaj ?
Answer:
Rammohan Roy was the founder of the Brahmo Samaj

Question 3.
By which Act was the Remarriage of Hindu Widow made legal ?
Answer:
By Act XV Hindu Widow Remarriage was declared legal.

WBBSE Class 10 History Sample Question Paper Set 2

Question 4.
Who were the leaders of the Santal Rebellion of 1855 ?
Answer:
Kanu-Sidhu were the leaders of the Santal Rebellion of 1855

Question 5.
Which was the first linguistically organized state of India ?
Answer:
Hyderabad was the first linguistically organized state of India

7. Answer the following questions in 2/3 sentences :

Question1.
What do understand by the term ‘Local History’ ?
Answer:
Local History is a micro-level study that discloses historical episodes in particular local areas. In this regard mention may be made of Nikhilnath Roy’s Murshidabad Kahini, Kumudnath Mallick’s Nadiya Kahini, etc.

Question 2.
Which was the first association of India with political outlook ?
Answer:
Bangabhasa Prakashika Sabha is regarded as the first political association of India. Details about the activities of the Sabha are not known. But its meeting used to be held in every Thursday where political and other matters of public interest were discussed.

Question 3.
Why is Mangal Pandey important?
Answer:
In the Revolt of 1857 the first shot was fired at Barrackpore when Mangal Pandey shot at a European officer on 29 March 1857. Mangal Pandey along with some others were arrested and hanged after some time. Mangal Pandey is thus remembered for his heroic feat.

WBBSE Class 10 History Sample Question Paper Set 2

Question 4.
Why is Bina Das remembered?
Answer:
Bina Das joined Bhupal Bose’s revolutionary group in 1929. She is remembered as she made an attempt on the life of Stanley Jackson, the then Governor of Bengal. Bina’s action encouraged the youth of Bengal and it was very effective in awakening in them a deep sense of patriotism.