Nationalism in India Class 10 important questions with answers

What comes in the exam

• Nationalism in India is a History chapter.
• Map questions come from this chapter almost every year: a 2-mark map where you identify places such as Congress session sites and the places of Gandhiji's satyagrahas.
• Almost every year there are also 5-mark and 3-mark questions on how different groups joined the movements: the middle class in towns, peasants of Awadh, tribal and plantation workers, rich peasants, business classes and women.
• Questions on Bharat Mata, folklore and the rewriting of history also come almost every year.
• Expect 1-mark MCQs that ask you to order events or match people, and 4-mark case studies too.

Top 10 Nationalism in India questions from board papers

Real CBSE questions, printed as they appeared. Open each answer to see the marking and the steps.

1. Q1 Short answer · 3 marks CBSE · 2025

   Role of Alluri Sitaram Raju

   Analyse the role of Alluri Sitaram Raju in the Indian National Movement.

   Answer and marking

   1. Say where and what kind of movement he led. Alluri Sitaram Raju led a militant guerrilla movement in the Gudem Hills of Andhra Pradesh in the early 1920s 1 mark
   2. Show how he linked his people to Gandhiji. He was inspired by the Non-Cooperation Movement and urged people to wear khadi and give up drinking 1 mark
   3. Show where he differed from Gandhiji. He believed India could be liberated only by the use of force, not non-violence 1 mark

   Answer: Led Gudem Hills guerrilla movement ; inspired by Gandhiji, khadi and no drinking ; believed in force

   Marks: Any three points 1 each

   For full marks: Include the contrast: he praised Gandhiji but did not believe in non-violence; that point earns its own mark.

   Where students lose marks: Writing that Raju followed non-violence like Gandhiji; he believed India could be freed only by force.

   CBSE marking scheme

   Any three, 1 each: led a militant guerrilla movement in the Gudem Hills of Andhra Pradesh; claimed to have a variety of special powers; rebels proclaimed him an incarnation of God; supported Gandhiji – urged people to wear khadi and give up drinking; but believed India could be liberated only by force, not non-violence; any other relevant point.

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2. Q2 Short answer · 3 marks CBSE · 2025

   Economic front of NCM

   Analyse three main impacts of Non-Cooperation Movement on the economic front.

   Answer and marking

   1. Start with the boycott of foreign goods. Foreign goods were boycotted, liquor shops picketed and foreign cloth burnt in huge bonfires. 1 mark
   2. Show the fall in imports, then add the traders' role. Import of foreign cloth halved, and merchants and traders refused to trade in foreign goods or finance foreign trade. 1 mark
   3. End with the gain for Indian industry. Production of Indian textile mills and handlooms went up. 1 mark

   Answer: Boycott of foreign goods ; imports halved, traders refused foreign trade ; Indian mills and handlooms grew

   Marks: Any three points 1 each

   For full marks: Keep every point on the economy; show both the loss to foreign goods and the gain to Indian mills.

   Where students lose marks: Writing about leaving schools or courts, which are not economic impacts.

   CBSE marking scheme

   Any three (3x1=3): foreign goods boycotted; liquor shops picketed; foreign cloth burnt in huge bonfires; import of foreign cloth halved; merchants and traders refused to trade in or finance foreign goods; production of Indian textile mills and handlooms went up; any other relevant point.

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3. Q3 Case study · 4 marks CBSE · 2026

   Case: Reinterpreting history

   Read the given source carefully and answer the questions that follow : The sense of collective belonging As the national movement developed, nationalist leaders became more and more aware of such icons and symbols in unifying people and inspiring in them a feeling of nationalism. Another means of creating a feeling of nationalism was through reinterpretation of history. By the end of the nineteenth century many Indians began feeling that to instill a sense of pride in the nation, Indian history had to be thought about differently. The British saw Indians as backward and primitive, incapable of governing themselves. In response, Indians began looking into the past to discover India’s great achievements. They wrote about the glorious developments in ancient times when art and architecture, science and mathematics, religion and culture, law and philosophy, crafts and trade had flourished. This glorious time, in their view, was followed by a history of decline, when India was colonised. These nationalist histories urged the readers to take pride in India’s great achievements in the past and struggle to change the miserable conditions of life under British rule. (8.1) How did icons help to unite Indians during the freedom struggle ? (1) (8.2) Why did nationalists feel the need to rewrite Indian history ? (1) (8.3) How did nationalist histories portray India’s past and present ? (2)

   Answer and marking

   1. (8.1) Pick one way the source and book show icons uniting people. Devotion to an icon like Bharat Mata came to be seen as evidence of one's nationalism 1 mark
   2. (8.2) Read the line about how the British saw Indians. The British called Indians backward, primitive and unable to govern themselves, so Indians looked to the past to find India's great achievements 1 mark
   3. (8.3) First give how the past was shown. Ancient India was shown as glorious: art, architecture, science, mathematics, law, philosophy, crafts and trade flourished 1 mark
   4. Then give how the colonial present was shown. This was followed by decline when India was colonised; readers were urged to take pride and struggle against British rule 1 mark

   Answer: (8.1) Devotion to Bharat Mata as nationalism ; (8.2) to answer the British claim that Indians were backward ; (8.3) glorious past, decline under colonial rule

   Marks: (8.1) 1 · (8.2) 1 · (8.3) Two points 1 each

   For full marks: For (8.3) write both halves, the glorious past and the decline under colonial rule; each earns 1 mark.

   Where students lose marks: Writing only the glorious past in (8.3) and losing the mark for the decline under colonial rule.

   CBSE marking scheme

   (8.1) Any one (1): devotion to an icon like Bharat Mata came to be seen as evidence of nationalism; folk songs, music and rhymes revived national identity and pride; carrying the national flag aloft in marches became a symbol of defiance. (8.2) Any one (1): the British portrayed Indians as backward, primitive and incapable of self-rule, so Indians looked to the past to discover India's great achievements; histories urged pride in past achievements and struggle against miserable conditions under British rule. (8.3) Any two (1+1): ancient times portrayed as glorious — art, architecture, science, mathematics, religion, culture, law, philosophy, crafts and trade flourished; followed by a history of decline when India was colonised; readers urged to take pride in the past and struggle to change present conditions under British rule; any other relevant point.

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4. Q4 Case study · 4 marks CBSE · 2026

   Case: Quit India Movement

   Read the given source carefully and answer the questions that follow : Quit India Movement The failure of the Cripps Mission and the effects of World War II created widespread discontentment in India. This led Gandhiji to launch a movement calling for complete withdrawal of the British from India. The Congress Working Committee, in its meeting in Wardha on 14 July, 1942, passed the historic ‘Quit India’ resolution demanding the immediate transfer of power to Indians and quit India. On 8 August, 1942 in Bombay, the All India Congress Committee endorsed the resolution, which called for a non-violent mass struggle on the widest possible scale throughout the country. It was on this occasion that Gandhiji delivered the famous ‘Do or Die’ speech. The call for ‘Quit India’ almost brought the state machinery to a standstill in large parts of the country as people voluntarily threw themselves into the thick of the movement. People observed hartals and demonstrations and processions were accompanied by national songs and slogans. The movement was truly a mass movement which brought into its ambit thousands of ordinary people, namely students, workers and peasants. It also saw the active participation of leaders, namely, Jayprakash Narayan, Aruna Asaf Ali and Ram Manohar Lohia and many women such as Matangini Hazra in Bengal, Kanaklata Barua in Assam and Rama Devi in Odisha. The British responded with much force, yet it took more than a year to suppress the movement. (9.1) Mention the main aim of the Quit India Movement. (1) (9.2) Where did Gandhiji deliver the famous ‘Do or Die’ speech ? (1) (9.3) Explain the forms of protest observed during the ‘Quit India Movement’. (2)

   Answer and marking

   1. (9.1) Read what the movement called for in the source's second sentence. Complete withdrawal of the British from India, that is, independence. 1 mark
   2. (9.2) Find the city of the AICC meeting of 8 August 1942. Bombay (Mumbai). 1 mark
   3. (9.3) Take the first form of protest straight from the source. People observed hartals and held demonstrations. 1 mark
   4. (9.3) Add a second, separate form of protest from the source. Processions were taken out with national songs and slogans. 1 mark

   Answer: (9.1) British withdrawal / independence ; (9.2) Bombay (Mumbai) ; (9.3) hartals and demonstrations ; processions with songs and slogans

   Marks: (9.1) 1 · (9.2) 1 · (9.3) Any two forms 1 each

   For full marks: Read the source before answering; every answer is in it. For 9.3 write two clearly separate forms of protest.

   Where students lose marks: Answering Wardha for 9.2 — Wardha passed the resolution on 14 July; the 'Do or Die' speech was given in Bombay.

   CBSE marking scheme

   (9.1) Independence of India (1). (9.2) Bombay / Mumbai (1). (9.3) Any two (2x1): people voluntarily threw themselves into the thick of the movement; people observed hartals and demonstrations; processions accompanied by national songs and slogans; any other relevant point.

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5. Q5 Case study · 4 marks CBSE · 2026

   Case: HSRA and Bhagat Singh

   Read the given source carefully and answer the questions that follow : ‘To the altar of this revolution we have brought our youth as incense’ Many nationalists thought that the struggle against the British could not be won through non-violence. In the year 1928, the Hindustan Socialist Republican Army (HSRA) was founded at a meeting in Ferozeshah Kotla ground in Delhi. Amongst its leaders were Bhagat Singh, Jatin Das and Ajoy Ghosh. In a series of dramatic actions in different parts of India, the HSRA targeted some of the symbols of British power. In April 1929, Bhagat Singh and Batukeshwar Dutta threw a bomb in the Legislative Assembly. In the same year there was an attempt to blow up the train that Lord Irwin was travelling in. Bhagat Singh was 23 when he was tried and executed by the colonial government. During his trial, Bhagat Singh stated that he did not wish to glorify ‘the cult of the bomb and pistol’ but wanted a revolution in society – ‘Revolution is the inalienable right of mankind. Freedom is the imprescriptible birthright of all. The labourer is the real sustainer of society. To the altar of this revolution we have brought our youth as incense, for no sacrifice is too great for so magnificent a cause. We are content. We await the advent of revolution. Inquilab Zindabad!’ 8.1 Why is the formation of ‘Hindustan Socialist Republican Army (HSRA)’ considered as a turning point in the freedom struggle of India ? (1) 8.2 How did Bhagat Singh’s trial speeches transform him from a revolutionary to a philosopher of freedom ? (1) 8.3 In what way did Bhagat Singh redefine the meaning of ‘revolution’ for his generation ? Explain. (2)

   Answer and marking

   1. (i) Say what many nationalists now believed, from the first line of the source. Many nationalists felt the struggle against the British could not be won through non-violence alone, so HSRA began a new path. 1 mark
   2. (ii) Use his trial words to show he wanted more than violence. He said he did not wish to glorify 'the cult of the bomb and pistol' but wanted a revolution in society. 1 mark
   3. (iii) Give his first idea of revolution from the quote. He called revolution the inalienable right of mankind. 1 mark
   4. Give a second idea from the quote. He called freedom the imprescriptible birthright of all. 1 mark

   Answer: (i) Belief that non-violence alone could not win freedom ; (ii) wanted social revolution, not the cult of the bomb ; (iii) revolution an inalienable right ; freedom a birthright

   Marks: (i) 1 · (ii) 1 · (iii) Any two points 1 each

   For full marks: Lift the answers from the source's own lines; part (iii) needs two separate ideas for 2 marks.

   Where students lose marks: In (ii) only retelling the bomb in the Assembly; the mark is for his wish for a revolution in society.

   CBSE marking scheme

   8.1 (any one, 1): many nationalists felt the struggle could not be won through non-violence; rise of new leadership of young revolutionaries; spread nationalist spirit; fuelled national sentiment and patriotic fervour; any other relevant point. 8.2 (any one, 1): he said he did not wish to glorify ‘the cult of the bomb and pistol’ but wanted a revolution; broader socio-political-cultural vision to bring revolution in society; wanted radical changes in society; glorified nationalism against colonial power; speeches discussed freedom, justice and social equality — philosophical ideas of freedom; any other relevant point. 8.3 (any two, 2x1): revolution as the inalienable right of humans; freedom as the imprescriptible birthright of all; wanted youth to sacrifice for the nation’s freedom; awaited the advent of revolution; ‘Inquilab Zindabad!’ raised the spirit of Indians for freedom; any other relevant point.

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6. Q6 Case study · 4 marks CBSE · 2026

   Case: Quit India resolution

   Read the given source carefully and answer the questions that follow : Quit India Movement The failure of the Cripps Mission and the effects of World War II created widespread discontentment in India. This led Gandhiji to launch a movement calling for complete withdrawal of the British from India. The Congress Working Committee, in its meeting in Wardha on 14 July 1942, passed the historic ‘Quit India’ resolution demanding the immediate transfer of power to Indians and quit India. On 8th August 1942 in Bombay, the All India Congress Committee endorsed the resolution which called for a non-violent mass struggle on the widest possible scale throughout the country. It was on this occasion that Gandhiji delivered the famous ‘Do or Die’ speech. The call for ‘Quit India’ almost brought the state machinery to a standstill in large parts of the country as people voluntarily threw themselves into the thick of the movement. People observed hartals, and demonstrations and processions were accompanied by national songs and slogans. The movement was truly a mass movement which brought into its ambit thousands of ordinary people, namely students, workers and peasants. It also saw the active participation of leaders, namely, Jayprakash Narayan, Aruna Asaf Ali and Ram Manohar Lohia and many women such as Matangini Hazra in Bengal, Kanaklata Barua in Assam and Rama Devi in Orissa. The British responded with much force, yet it took more than a year to suppress the movement. 8.1 How did the failure of the Cripps Mission contribute to the launch of the Quit India Movement ? (1) 8.2 Why was Gandhiji's call for 'the Quit India' considered historic ? (1) 8.3 Explain the role of women in making the Quit India Movement more inclusive. (2)

   Answer and marking

   1. (8.1) Link the failed mission to the anger it caused, then to Gandhiji's demand. The failure of the Cripps Mission, with the effects of World War II, created widespread discontentment, so Gandhiji called for complete British withdrawal. 1 mark
   2. (8.2) Give one fact from the source that made the resolution historic. The Congress Working Committee at Wardha (14 July 1942) passed the resolution demanding the immediate transfer of power to Indians. 1 mark
   3. (8.3) Name the women leaders from the source and where they worked. Women leaders took an active part: Aruna Asaf Ali, Matangini Hazra in Bengal, Kanaklata Barua in Assam and Rama Devi in Orissa. 1 mark
   4. Then say how ordinary women joined the mass protests. Women joined the hartals, demonstrations and processions with national songs and slogans, widening the movement. 1 mark

   Answer: 8.1 Cripps failure caused discontentment ; 8.2 Wardha resolution demanded immediate transfer of power ; 8.3 women leaders active, women joined hartals and processions

   Marks: 8.1 1 · 8.2 1 · 8.3 two points 1 each

   For full marks: Answer each part from the source and copy its key words. In 8.3 give two separate points, each with a name or an action.

   Where students lose marks: In 8.3 listing only names without saying what the women did, or naming the male leaders Jayprakash Narayan and Lohia.

   CBSE marking scheme

   8.1 (1): Failure of the Cripps Mission (with effects of WWII) created widespread discontentment, leading Gandhiji to launch a movement for complete withdrawal of the British. 8.2 (any one, 1): CWC at Wardha (14 July 1942) passed the historic resolution demanding immediate transfer of power; AICC endorsed it in Bombay on 8 Aug 1942 calling for non-violent mass struggle on the widest scale and Gandhiji gave the 'Do or Die' speech; the call almost brought state machinery to a standstill as people voluntarily joined. 8.3 (any two, 2x1): active participation of women leaders — Aruna Asaf Ali, Matangini Hazra (Bengal), Kanaklata Barua (Assam), Rama Devi (Orissa); women joined hartals, demonstrations and processions with national songs and slogans; any other relevant point.

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7. Q7 Long answer · 5 marks CBSE · 2026

   Contribution of women in the CDM

   Analyse the contribution of women in the Civil Disobedience Movement.

   Answer and marking

   1. Start with how widely women joined. There was large-scale participation of women in the movement 1 mark
   2. Give the Salt March example. During Gandhiji's Salt March thousands of women came out of their homes to listen to him 1 mark
   3. Name what they did in protests. They joined protest marches and manufactured salt 1 mark
   4. Add the picketing and its cost. They picketed foreign cloth and liquor shops, and many went to jail 1 mark
   5. End with why they joined. Moved by Gandhiji's call, they began to see service to the nation as a sacred duty of women 1 mark

   Answer: Large-scale participation ; came out for Salt March ; marches and salt-making ; picketing and jail ; service as a sacred duty

   Marks: Any five points 1 each

   For full marks: Write five separate points; picketing foreign cloth shops and picketing liquor shops can be two of them.

   Where students lose marks: Listing only what women did and missing why they joined: they saw service to the nation as a sacred duty.

   CBSE marking scheme

   Any five, 1 each: (i) large-scale participation of women; (ii) thousands came out of their homes during Gandhiji's salt march; (iii) joined protest marches; (iv) manufactured salt; (v) picketed foreign cloth shops; (vi) picketed liquor shops; (vii) many went to jail; (viii) in rural areas they came from rich peasant households; (ix) moved by Gandhiji's call they saw service to the nation as a sacred duty of women; (x) any other relevant point.

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8. Q8 Long answer · 5 marks CBSE · 2024

   Different groups in the CDM

   How were the various social groups involved in the Civil Disobedience Movement ? Explain with examples.

   Answer and marking

   1. Start with the rich peasants and their problem. Rich peasants like the Patidars of Gujarat and Jats of UP joined, hit by trade depression and high revenue. 1 mark
   2. Give what the poor peasants wanted. Poor peasants, mostly tenants, wanted their unpaid rent to be remitted. 1 mark
   3. Say what the business class wanted. Merchants and industrialists wanted protection against foreign imports and a rupee-sterling ratio that discouraged imports. 1 mark
   4. Explain how workers took part. Industrial workers took part selectively, as in Nagpur; railway and dock workers struck against low wages and poor conditions. 1 mark
   5. End with the women's role. Women joined protest marches, made salt, picketed foreign cloth and liquor shops, and many went to jail. 1 mark

   Answer: Rich peasants ; poor peasants for rent remission ; business class for protection ; workers in Nagpur, strikes ; women marched, made salt, picketed

   Marks: Five groups 1 each

   For full marks: Give each group with its own reason for joining. 'With examples' means naming Patidars, Jats or Nagpur.

   Where students lose marks: Listing the groups without saying why each one joined; each mark needs the group and its demand.

   CBSE marking scheme

   Any five (5×1): rich peasants (Patidars of Gujarat, Jats of UP) hit by trade depression and revenue demand; poor peasants (tenants) wanted unpaid rents remitted; merchants and industrialists wanted protection against foreign imports and a rupee–sterling ratio that discouraged imports; industrial workers participated selectively (Nagpur), railway and dock strikes against low wages and poor conditions; women joined protest marches, made salt, picketed foreign cloth and liquor shops, many went to jail; any other relevant point.

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9. Q9 Long answer · 5 marks CBSE · 2024

   Collective belonging in India

   How did people belonging to different communities, regions and language groups develop a sense of collective belonging in the late – nineteenth century India ? Explain with examples.

   Answer and marking

   1. Start with the image of the nation that people could identify with. India was visualised as Bharat Mata; Bankim Chandra wrote 'Vande Mataram' in the 1870s, later sung in the Swadeshi movement 1 mark
   2. Add the famous painting and how it showed the nation. Abanindranath Tagore painted Bharat Mata as calm, composed, divine and spiritual 1 mark
   3. Explain how folk culture was used. Folklore was revived: Rabindranath Tagore and Natesa Sastri collected folk tales, songs and legends to restore pride in the past 1 mark
   4. Give the flags and what their symbols stood for. The Swadeshi tricolour had eight lotuses for eight provinces and a crescent moon for Hindus and Muslims; Gandhiji's Swaraj flag had a spinning wheel 1 mark
   5. End with how history was rewritten. History was reinterpreted to show India's great achievements in the past and instil pride in the nation 1 mark

   Answer: Bharat Mata and Vande Mataram ; Abanindranath's painting ; folklore revival ; Swadeshi and Swaraj flags ; reinterpretation of history

   Marks: Any five points 1 each

   For full marks: Give five separate means, each with an example, since the question says "with examples"; stay near 120 words.

   Where students lose marks: Writing five lines about Bharat Mata alone; repeated points on one symbol earn only one mark.

   CBSE marking scheme

   Any five (5×1): identity of India visualised as Bharat Mata — image first created by Bankim Chandra Chattopadhyay, who wrote ‘Vande Mataram’ in the 1870s (later in Anandamath, sung in the Swadeshi movement); Abanindranath Tagore's Bharat Mata painting — ascetic, calm, divine, spiritual; revival of Indian folklore — Rabindranath Tagore, Natesa Sastri collected folk tales, songs and legends to restore pride in the past; Swadeshi tricolour flag with eight lotuses (eight provinces) and a crescent moon (Hindus and Muslims); Gandhiji's Swaraj flag with a spinning wheel; reinterpretation of history to discover India's great achievements; any other relevant point.

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10. Q10 Long answer · 5 marks CBSE · 2023

    Role of folklore and symbols

    Analyse the role of folklore and symbols in the revival of nationalism in India during late 19th century.

    Answer and marking

    1. Say what nationalists collected from villages. Nationalists recorded folk tales sung by bards and gathered folk songs and legends 1 mark
    2. Explain why folklore mattered to them. Preserving folk tradition was seen as a way to discover national identity and restore pride in the past 1 mark
    3. Name the two collectors and their work. Rabindranath Tagore led the folk revival in Bengal; Natesa Sastri published the four-volume 'The Folklore of Southern India' 1 mark
    4. Move to the first flag and its symbols. The Swadeshi tricolour (red, green, yellow) had eight lotuses for eight provinces and a crescent moon for Hindus and Muslims 1 mark
    5. End with Gandhiji's flag and its meaning. Gandhiji's Swaraj flag (1921) had a spinning wheel, showing the Gandhian ideal of self-help 1 mark

    Answer: Folk tales recorded ; folklore restored pride ; Tagore and Natesa Sastri ; Swadeshi tricolour ; Swaraj flag

    Marks: Any five points 1 each

    For full marks: Cover both halves of the question, folklore and symbols; five points on one half lose the balance.

    Where students lose marks: Writing only about folklore and forgetting the flags, which the question also asks for.

    CBSE marking scheme

    Any five (5x1): nationalists recorded folk tales sung by bards, gathered folk songs and legends; preserving folk tradition seen as a way to discover national identity and restore pride in the past; Tagore collected ballads, nursery rhymes, myths and led the folk revival in Bengal; Natesa Sastri's four-volume The Folklore of Southern India (Madras); icons and symbols unified people; Swadeshi tricolour (red, green, yellow) with eight lotuses and a crescent moon; Gandhiji's Swaraj flag (1921) with spinning wheel — self-help.

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Free 10-question test: Nationalism in India

MCQ and Assertion–Reason questions from CBSE papers. About 10 minutes. Your score shows straight away.

Common mistakes in Nationalism in India

How to write for full marks

• For a 5-mark answer, write five separate points within 120 words. Begin each point with the group, the place or the event, then give the fact.
• In a case study, read the source first. The 1-mark parts can usually be answered from the passage. For the 2-mark part, give two clear points.
• On the map, write the place name clearly next to the spot marked A or B. Learn the published list of map places for this chapter.
• Make a date line of the chapter's main events, from the Rowlatt Act to the Poona Pact. Use it for MCQs that ask you to put events in order.
• Keep a 3-mark answer to three points within 60 words, each point a different idea.

Questions students ask