muslim league class 10

 

I. Multiple-C Choice Questions

A. Select the correct option.

1. (b) Aligarh
2. (b) He regarded them to be one Quam (nation).
3. (d) Nawab Salimullah
4. (a) Agha Khan
5. (c) To promote hostility between Indian Muslims and other communities
6. (d) Its political activities were directed against the British.
7. (a) Britain's hostility to Turkey.
8. (c) Bal Gangadhar Tilak and Annie Besant
9. (c) 'a system of self-government under the aegis of the British Crown.'
10. (a) Acknowledgement of separate political interests of Hindus and Muslims
11. (b) (i) only

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B. Relationship between Assertion (A) and Reason (R)

1. (b) (R) is the reason for (A)
2. (b) (R) is the reason for (A)
3. (a) (R) contradicts (A)
4. (d) (A) and (R) are independent of each other
5. (a) (R) contradicts (A)

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II. Short Answer Questions

1. Why did the British treat the Muslims harshly immediately after the Uprising of 1857? How did the British attitude towards the Muslims change in the later part of the 19th century?

   • The British treated Muslims harshly after 1857 because they held them responsible for the Uprising. They discriminated against Muslims in government jobs and services.
   • Later, the British changed their attitude and started appeasing the Muslims to undermine the National Movement and sow discord between Hindus and Muslims.

2. How did the Hindi-Urdu controversy become an important factor in the formation of the Muslim League?

   • In 1900, the government ordered that petitions to courts and offices in the United Provinces (UP) should be in Hindi and Devanagari script, not Urdu. This angered the Muslims, who saw it as an attack on their language and culture. The controversy worsened Hindu-Muslim relations and contributed to the demand for a separate Muslim political organization.

3. How did the relative economic backwardness of the Muslims foster communal feelings?

   • Muslims lagged behind in modern education, trade, and industry. The British discriminated against them in government jobs after 1857. This backwardness made Muslims feel insecure and vulnerable, leading to communal feelings and demands for separate political representation.

4. What promises were made by Lord Minto to the Muslim deputation led by Agha Khan?

   • Lord Minto assured the Muslim deputation that:
     • Muslims would be represented in elected bodies based on their political importance, not just their numerical strength.
     • Separate electorates would be created for Muslims in Provincial and Imperial Legislative Councils.
     • Muslims would be given preference in nominations to the Viceroy's Council.
     • Seats would be reserved for Muslims in government services.
     • More aid would be provided for Muslim universities.

5. What is meant by Separate (Communal) Electorates?

   • Separate electorates mean that voters from different religious communities vote for candidates from their own community. For example, only Muslims could vote for Muslim candidates in reserved seats. This system was introduced to ensure representation for minorities but deepened communal divisions.

6. What was the Lucknow Pact?

   • The Lucknow Pact (1916) was a joint scheme of political reforms agreed upon by the Indian National Congress and the All India Muslim League. It aimed at Hindu-Muslim unity and included demands like separate electorates for Muslims, self-government under the British Crown, and greater representation for Muslims in legislatures.

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III. Structured Questions

The growth of communalism in India was encouraged by the British authorities as well as certain trends in Indian society. In the light of this observation, explain:

(a) The Divide and Rule Policy of the British.

• The British feared Hindu-Muslim unity after the 1857 Uprising. To weaken the National Movement, they adopted a "Divide and Rule" policy:
  • They promoted Urdu for Muslims and Hindi for Hindus, creating linguistic divisions.
  • They portrayed Muslim rulers as oppressors and Hindu rulers as cruel to Muslims, fostering mutual distrust.
  • They justified the Partition of Bengal by claiming it would benefit Muslims, creating a Muslim-majority province.
  • They treated Hindus and Muslims as separate communities and encouraged communal leaders.
  • They used the press, literature, and public platforms to spread communal hatred.

(b) The writings and speeches of the Assertive Nationalists.

• The Assertive Nationalists, like Tilak and Aurobindo Ghose, used religious symbols and festivals (e.g., Shivaji and Ganapati festivals) to mobilize Hindus. Their speeches and writings sometimes alienated Muslims, who felt excluded from the nationalist narrative. This contributed to communal feelings and the growth of separatist tendencies.

(c) The erroneous interpretation of Indian History.

• British and communal historians divided Indian history into "Hindu" and "Muslim" periods, portraying Muslim rulers as foreign invaders and Hindu rulers as oppressed. They ignored India's composite culture and highlighted religious differences, fostering communal bias. This distorted interpretation was spread through literature, drama, and education, deepening the divide between Hindus and Muslims.

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IV. Picture Study

1. (a) Identify the person in the picture. What were his views regarding Hindu-Muslim unity?

   • The person is Sir Syed Ahmad Khan.
   • Initially, he regarded Hindus and Muslims as one nation (Quam). However, influenced by Theodore Beck, he later believed that the political interests of Hindus and Muslims were different. He opposed the Indian National Congress and founded the United Indian Patriotic Association to promote loyalty to the British.

   (b) What role did he play in the formation of the Muslim League?

   • Sir Syed Ahmad Khan's Aligarh Movement and his emphasis on separate Muslim political identity laid the groundwork for the formation of the Muslim League. His ideas influenced Muslim leaders to demand separate political representation, leading to the League's establishment in 1906.

   (c) State the impact of the Muslim League on the National Movement.

   • Initially, the Muslim League opposed the Congress and the National Movement. It sought greater representation for Muslims and worked closely with the British. However, after 1910, some League leaders realized the need for cooperation with the Congress, leading to the Lucknow Pact (1916). Eventually, the League's demand for separate electorates and the two-nation theory led to the partition of India in 1947.

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2. (a) Identify the persons in the given picture. Which agreement for a joint scheme of political reforms was signed by these two persons? The agreement was signed post which international event?

   • The persons are Bal Gangadhar Tilak and Mohammad Ali Jinnah.
   • The agreement is the Lucknow Pact (1916).
   • It was signed after the Turko-Italian War (1911-12) and the Balkan Wars (1912-13), which changed Muslim attitudes toward the British and encouraged cooperation with the Congress.

   (b) Mention any three factors that led to the signing of this agreement.

   • Britain's hostility toward Turkey during the Balkan Wars and World War I, which angered Indian Muslims.
   • The annulment of the Partition of Bengal in 1911, which disappointed the Muslim League.
   • The efforts of nationalist Muslims like Abul Kalam Azad and the Ali Brothers, and the reunification of the Congress factions by Annie Besant and Tilak.

   (c) State any two significant outcomes of this agreement.

   • It symbolized Hindu-Muslim unity and brought the Congress and the League together.
   • It pressured the British government to introduce reforms, leading to the Declaration of August 20, 1917, which promised gradual self-government for India.

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V. Thinking Skills

1. Realising the aims and objectives of the Muslim League when it was formed in 1906, do you think that more than the Muslim League, it was the British policy of Divide and Rule that encouraged the communal forces to create a rift between the two communities in India?

   • Yes, the British policy of "Divide and Rule" was primarily responsible for encouraging communal forces. The Muslim League's formation was a direct result of British efforts to create divisions between Hindus and Muslims. The British promoted separate political identities, encouraged communal leaders, and used events like the Hindi-Urdu controversy and the Partition of Bengal to deepen the rift. The League's initial objectives, such as promoting loyalty to the British and protecting Muslim interests, were shaped by British policies.

2. Mahatma Gandhi said, "Communal harmony could not be permanently established in our country so long as highly distorted versions of history were taught in her schools." State your views on this statement and justify it by giving examples.

   • Gandhi's statement highlights the role of historical narratives in shaping communal harmony. Distorted versions of history, such as dividing Indian history into "Hindu" and "Muslim" periods and portraying Muslim rulers as foreign invaders, fostered mutual distrust. For example:
     • British and communal historians ignored India's composite culture and emphasized religious differences.
     • Textbooks and literature portrayed Mughal rulers as oppressors, creating resentment among Hindus and Muslims.
     • Such narratives prevented the development of a shared national identity and encouraged communal bias.

3. Trace the events that led to Jinnah demanding Partition of the country and the establishment of Pakistan. What, in your opinion, can be done to improve relations between India and Pakistan?

   • Events leading to Partition:
     • Jinnah initially worked for Hindu-Muslim unity and cooperated with the Congress (e.g., Lucknow Pact).
     • The failure of the Congress and the League to accommodate Muslim demands, the Congress's rejection of the League's claim to represent all Muslims, and the League's adoption of the two-nation theory in 1940 led to the demand for Pakistan.
     • Communal riots and political deadlocks, such as the failure of the Cabinet Mission Plan, made Partition inevitable.
   • Improving relations:
     • Promoting cultural and educational exchanges to foster mutual understanding.
     • Encouraging people-to-people contact and dialogue between civil societies.
     • Resolving outstanding disputes, such as Kashmir, through peaceful negotiations.
     • Focusing on shared history and composite culture to build trust and reduce hostility.