Chapter 7 – Movements Organized By Women Students and Marginal People | Chapter Solution Class 10

Match the Columns

Answer

Fill up the blanks

1. ‘Lakshmir Bhandar’ was formed by ____.
2. ____ was called the ‘Nightingale of India’
3. ____ Barua led Quit India Movement in the Brahmaputra Valley.
4. Leela Nag founded the ____ Sangha.
5. Smt. Lakshmi Swaminathan led the ____ Brigade.

1. Sarala Devi Chowdhury.
2. Sarojini Naidu
3. Kanak
4. Deepali
5. Jhansi

Choose the correct explanation

Question

Statement: Naval Mutiny started in Bombay after the observation of ‘Rashid Ali Day’

• Explanation 1: There was turmoil when Rashid Ali was prosecuted.
• Explanation 2: The sailors of Bombay were inspired to observe this day.
• Explanation 3: Rashid Ali was a good man.

Answer

Answer

Mahatma Gandhi and Dr. B.R. Ambedkar had different views on Dalit rights, and their debate on this issue is a significant part of Indian history. The following points can help to understand their debate:

1. Ambedkar argued that Dalits needed political power to be able to achieve their rights, while Gandhi believed that social reform was more important than political reform.
2. Ambedkar also criticized Gandhi’s advocacy of “Harijanism,” which he saw as an attempt to reinforce the caste system by creating a new caste of Dalits.
3. Ambedkar saw the Hindu religion as the root cause of Dalit oppression and argued that a separate electorate for Dalits was necessary to ensure their political representation.
4. Gandhi opposed the separate electorate and fasted in protest against it. He believed that political representation should be based on merit rather than caste.
5. Gandhi suggested the idea of inter-caste marriage as a means to eliminate caste discrimination, while Ambedkar rejected this idea, stating that it did not address the core issue of social inequality.
6. Ambedkar called for the abolition of the caste system, while Gandhi believed that the caste system could be reformed from within and made more democratic.
7. In 1932, the British government announced the Communal Award, which granted separate electorates for Dalits. Gandhi went on a fast unto death to protest against this decision, and eventually, Ambedkar agreed to abandon the separate electorate in exchange for reserved seats for Dalits in the general electorate.
8. While Gandhi and Ambedkar had different approaches to the issue of Dalit rights, both of them played a significant role in advancing the cause of social justice and equality in India.

Explanatory questions

Question 1

Write about the characteristic features of the women’s movement in the twentieth century.

Answer

The women’s movement in the twentieth century was a diverse and multifaceted movement that emerged across the world to advocate for the rights of women. Some of its characteristic features are:

1. Women’s suffrage: One of the main goals of the women’s movement was to secure voting rights for women. Women across the world fought for the right to vote, which was eventually granted in many countries.
2. Gender equality: The women’s movement advocated for gender equality in all aspects of life, including education, employment, politics, and the law. Women demanded equal pay, equal opportunities, and an end to discrimination based on gender.
3. Reproductive rights: The women’s movement fought for reproductive rights, including access to birth control and abortion. Women argued that they had the right to control their own bodies and make decisions about their reproductive health.
4. Violence against women: The women’s movement brought attention to the issue of violence against women, including sexual assault, domestic violence, and trafficking. Women demanded that these issues be taken seriously and that laws be put in place to protect them.
5. Women’s health: The women’s movement raised awareness about women’s health issues and advocated for better healthcare for women. Women demanded that medical research be conducted on women’s health issues and that women be included in clinical trials.
6. Intersectionality: The women’s movement recognized that women’s experiences were shaped by factors such as race, ethnicity, class, and sexuality. Women’s rights advocates worked to create an inclusive movement that addressed the needs of all women.
7. Women’s culture: The women’s movement celebrated women’s culture, including literature, art, and music. Women created their own publications, organized cultural events, and formed women’s arts organizations.
8. International solidarity: The women’s movement was an international movement that brought together women from different countries and cultures. Women’s rights advocates worked together to address global issues such as human rights abuses, violence against women, and economic inequality.

Question 2

Write about the role of women in the armed revolutionary movement in India. What was the role of Deepali Sangha in this connection?

Answer

The role of women in the armed revolutionary movement in India

1. Women began actively participating in the armed revolutionary movement in India during the late 19th century, which was known as the ‘Age of Freedom of Captive Women’.
2. Some of the prominent women who played a significant role in the revolutionary movement include Soudamini Devi, Sarojini Devi, Dukadi Bala Devi, Brahmamoyee Sen, and Nibedita.
3. Nibedita was a member of the ‘Anusilan Samity’ of Bengal, and she gifted the book ‘Memories of a Revolutionist’ written by Cropetkin to Bhupendranath Dutta.
4. Two schoolgirls, Suniti Choudhury and Shanti Ghosh, killed district magistrate Mr. C. G. V. Steven on 14th December 1931.
5. Ujalla Majumder attempted to murder the governor of Darjeeling Mr Anderson and went to jail for 14 years.
6. Women’s involvement in the armed revolutionary movement challenged the traditional gender roles in society.
7. Women faced many challenges, including societal pressure and gender-based discrimination, but they still managed to play a significant role in the revolutionary movement.
8. The contribution of women to the revolutionary movement helped pave the way for their increased participation in various fields, including politics and social movements.

Role of Deepali Sangha

In December 1923, Leela Nag (Roy) (2.10.1903.-11.06.1970) established ‘Deepali Sangha’ in Dhaka consisting of 12 members. She was born in Panchgaon of Syhlet, Bangladesh. The objectives of Deepali Sangha were as-

1. a Girls’ High School named ‘Nari Shiksha Mandir’ in 1928.
2. an Adult Education Centre and
3. 15 Primary Schools were opened.
4. ‘Kamrunnesha Girls High School’ was founded in 1924 for Muslim girls. These educational institutions were run by the ladies of Deepali Sangha.

Question 3

Write about the characteristic features of the student movement in the twentieth century.

Answer

The student movement in the twentieth century was a significant force in shaping the political landscape of various countries. Here are some of the characteristic features of the student movement:

1. Internationalism: The student movement was highly international, with students from different countries coming together to support each other’s struggles. This led to the formation of international student organizations like the International Student Union.
2. Political activism: Students were highly politically active and involved in a wide range of political causes such as anti-colonialism, civil rights, feminism, and anti-war protests.
3. Anti-authoritarianism: The student movement was anti-authoritarian, and students often protested against the established authorities, including university administrations and governments.
4. Non-violent protests: Many student protests were non-violent and followed the principles of civil disobedience, such as sit-ins, rallies, and hunger strikes.
5. Use of media: Students used media to spread awareness about their movements and to garner support from the general public. This included the use of newspapers, pamphlets, and posters.
6. Student unions: Student unions were formed to organize student activism and provide a platform for collective action.
7. Grassroots mobilization: The student movement was often grassroots-led, with students organizing at the local level and building a network of support through social and political organizations.
8. Demands for reforms: Students demanded reforms in the educational system, such as more inclusive curricula, greater academic freedom, and democratic governance of universities.
9. Intersectionality: Students recognized the interconnectedness of different social struggles and worked towards intersectional activism, such as combining feminist and anti-racist movements.
10. Influence on wider society: The student movement had a significant influence on wider society, as it often raised awareness about social issues and created a more politically engaged generation of young people.

Question 4

Write about the role of students in the Anti-Partition of Bengal Movement. Assess the students’ movement of the twentieth century.

Answer

The Anti-Partition of Bengal Movement was a historic protest movement that was initiated by students, intellectuals, and political leaders against the British Government’s decision to partition Bengal in 1905. The movement gained momentum and spread throughout Bengal, and students played a crucial role in the success of the movement.

The role of students in the Anti-Partition of Bengal Movement:

1. Intellectual leadership: Students provided intellectual leadership to the movement. They played a critical role in shaping the discourse on the partition and its implications for the people of Bengal.
2. Mass mobilization: Students organized mass protests, processions, and demonstrations against the partition. They mobilized people from all walks of life and worked tirelessly to raise awareness about the harmful effects of the partition.
3. Boycott of British goods: Students launched a boycott of British goods to protest against the partition. They urged people to buy only Indian-made goods, which became a popular slogan of the movement.
4. Formation of secret societies: Students formed secret societies to carry out covert activities against the British Government. These societies were instrumental in disseminating information about the movement and organizing protests.

Assessment of the students’ movement of the twentieth century:

The students’ movement of the twentieth century played a significant role in shaping the political and social landscape of India. The movement was characterized by a strong sense of nationalism, idealism, and a commitment to social justice.

1. Nationalism: The students’ movement was driven by a strong sense of nationalism. Students saw themselves as the future leaders of the country and were committed to the idea of an independent, democratic, and secular India.
2. Social justice: The students’ movement was also committed to social justice. They fought against discrimination based on caste, religion, and gender, and advocated for the rights of marginalized communities.
3. Political activism: The students’ movement was also marked by political activism. They played a crucial role in the Indian independence movement and the formation of political parties and trade unions.

Question 5

Write about the development of Dalit politics in twentieth-century India.

Answer

The development of Dalit politics in twentieth-century India was marked by the struggle of Dalit leaders and communities to assert their rights and gain social, political, and economic equality. Here are some key milestones in the development of Dalit politics in India:

1. The Poona Pact (1932): The Poona Pact was signed between Mahatma Gandhi and Dr. B.R. Ambedkar, the leader of the Dalit community, to end the fast-unto-death by Gandhi over the issue of separate electorates for Dalits. The Pact provided for reserved seats for Dalits in provincial and central legislative assemblies, but the seats were to be filled by Dalit candidates nominated by general electorate.
2. The Scheduled Castes Federation (1942): The Scheduled Castes Federation was formed by Dr. Ambedkar to bring together the Dalit communities and fight for their rights. It was later merged with the Republican Party of India (RPI).
3. The Republican Party of India (1957): The Republican Party of India (RPI) was formed by Dr. Ambedkar’s followers after his death. It aimed to represent the Dalit community and fight for their rights.
4. The Dalit Panthers (1972): The Dalit Panthers was a militant organization formed in Maharashtra to fight against discrimination and oppression of Dalits. It aimed to bring about social change through direct action and protest.
5. The Bahujan Samaj Party (1984): The Bahujan Samaj Party (BSP) was founded by Kanshi Ram, a Dalit leader, to represent the Bahujan Samaj, a term coined to refer to the Dalit, OBC, and other marginalized communities. The BSP aimed to provide political representation to these communities and fight for their rights.
6. The rise of Mayawati (1995): Mayawati, a Dalit woman leader, rose to prominence as a leader of the BSP in Uttar Pradesh. She became the Chief Minister of Uttar Pradesh several times and implemented policies to benefit the Dalit community.

Question 6

Write about the controversy between Gandhi and Ambedkar on the Rights of the Dalit people. Discuss the Namashudra movement with reference to this.

Answer

Mahatma Gandhi and Dr B.R. Ambedkar had different views on Dalit rights, and their debate on this issue is a significant part of Indian history. The following points can help to understand their debate:

1. Ambedkar argued that Dalits needed political power to be able to achieve their rights, while Gandhi believed that social reform was more important than political reform.
2. Ambedkar also criticized Gandhi’s advocacy of “Harijanism,” which he saw as an attempt to reinforce the caste system by creating a new caste of Dalits.
3. Ambedkar saw the Hindu religion as the root cause of Dalit oppression and argued that a separate electorate for Dalits was necessary to ensure their political representation.
4. Gandhi opposed the separate electorate and fasted in protest against it. He believed that political representation should be based on merit rather than caste.
5. Gandhi suggested the idea of inter-caste marriage as a means to eliminate caste discrimination, while Ambedkar rejected this idea, stating that it did not address the core issue of social inequality.
6. Ambedkar called for the abolition of the caste system, while Gandhi believed that the caste system could be reformed from within and made more democratic.

The Namashudra movement was a part of this controversy. Namashudras were a scheduled caste in Bengal, who had been deprived of their traditional rights due to the discriminatory policies of the higher castes. They were mainly employed in menial jobs and had no access to education or political power. The Namashudra movement aimed to bring about social and political reforms for the community.

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