Advanced Study Material for Class 10 Social Science: All Chapters
Review targeted academic resources with the CBSE Class 10 Social Science History India and the Contemporary World II Important Questions with Answers Set 02. Built according to official CBSE standards for the 2026-27 term, these downloadable Class 10 Social Science study materials support effective daily practice and deeper conceptual understanding for All Chapters.
Practice Class 10 Social Science Resources: All Chapters
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Very Short Answers (1 mark)
1. Lesson 1: The Rise of Nationalism in Europe
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Answer: 1. The main aim of the Treaty of Vienna (1815) was to undo most of the changes made in Europe during the Napoleonic wars and to restore the monarchies and a conservative order.
2. Frederic Sorrieu was a French artist who in 1848 made a series of four prints visualising a world of democratic and social republics.
4. The Balkan countries: Greece, Bulgaria, Romania, Albania, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro.
Teacher's Note: Use the key term in your answer.
2. Lesson 2: Nationalism in India
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Answer: 1. The Inland Emigration Act of 1859 did not permit plantation workers to leave the tea gardens without permission.
2. The Poona Pact (1932) gave the depressed classes reserved seats in the provincial and central legislative councils.
Teacher's Note: Give an example if the question allows.
3. Lesson 4: The Age of Industrialisation
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Answer: 1. A stapler sorts wool according to its fibre. A fuller gathers (pleats) cloth.
2. The fly shuttle is a mechanical device used for weaving, which is a rope and pulley that moves the shuttle across the loom, so that one weaver can weave wider cloth faster.
3. Merchants turned to the countryside because the town guilds were powerful and restricted them; in villages they could get cheap labour from poor peasants and artisans.
4. Cotton and metal (iron and steel) were the dynamic industries of England.
Teacher's Note: Write a short, clear answer.
4. Lesson 5: Print Culture and the Modern World
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Answer: 1. Calligraphy is the art of beautiful, stylised handwriting.
2. Taverns were places where people gathered to drink, meet, read newspapers and discuss.
3. Chapbooks were pocket-sized cheap books sold by travelling pedlars called chapmen.
4. Rashsundari Devi wrote the autobiography Amar Jiban (1876), the first full-length autobiography in Bengali.
Teacher's Note: Remember this for your exam.
Lesson 1: The Rise of Nationalism in Europe
5. Q3. When and why was the Zollverein formed?
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Answer: The Zollverein, a customs union, was formed in 1834 at the initiative of Prussia, and was joined by most German states. It abolished tariff barriers and reduced the number of currencies from over thirty to two. The reason was to remove trade barriers and promote economic unity, which strengthened the nationalist feeling.
Teacher's Note: Learn this point and write it in your own words.
6. Q5. Describe any three economic hardships faced by Europe in the 1830s.
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Answer: Population grew rapidly, so jobs were fewer than job seekers and there was unemployment. Cheap machine-made goods from England ruined small producers, such as weavers. Peasants were burdened with feudal dues and obligations, and bad harvests led to food shortages and rising prices.
Teacher's Note: Use the key term in your answer.
7. Q6. What did the paintings of Frederic Sorrieu depict?
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Answer: In 1848, Sorrieu made four prints of a dream world of 'democratic and social republics'. They showed men and women of all ages and classes of Europe and America marching in a long train, passing the Statue of Liberty and offering homage to it. The people carried the flags of their nations, and kings and old powers were shown as fleeing.
Teacher's Note: Give an example if the question allows.
8. Q7. Describe the role of Romanticism in developing nationalist feelings among Europeans in the nineteenth century.
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Answer: Romanticism was a cultural movement that stressed emotions and the mystery of feelings, and not reason. Romantic artists and poets glorified folk culture, language, songs and dances, and used them to create a sense of a shared past. Herder said that true German culture lay in the common people, so the movement gave Europeans pride in their own language and culture.
Teacher's Note: Write a short, clear answer.
9. Q8. Discuss the causes of the Silesian weavers' uprising (1845).
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Answer: The weavers got raw material from contractors, who paid them very little for the finished cloth. The weavers demanded higher wages, and when the contractor refused, they marched to his mansion and destroyed the stock of cloth. The army was called in and eleven weavers were killed.
Teacher's Note: Remember this for your exam.
10. Q9. Compare Cavour and Bismarck.
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Answer:
| Cavour | Bismarck |
|---|---|
| Chief minister of Sardinia-Piedmont | Chief minister of Prussia |
| Neither a revolutionary nor a democrat; a diplomat and liberal | A Junker, a conservative who used the army and bureaucracy |
| Used diplomacy and a clever alliance with France to defeat Austria in 1859 | Used 'blood and iron', with wars against Denmark, Austria and France |
| United Italy under Victor Emmanuel II (1861) | United Germany under William I (1871) |
Teacher's Note: Learn this point and write it in your own words.
11. Q10. Describe the process of unification of Italy.
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Answer: Italy was divided into seven states, of which only Sardinia-Piedmont was ruled by an Italian prince. Giuseppe Mazzini's Young Italy movement failed to unite the country. Under chief minister Cavour, Sardinia-Piedmont allied with France and defeated Austria in 1859. In 1860 Giuseppe Garibaldi and his Red Shirts took the Kingdom of the Two Sicilies. In 1861 Victor Emmanuel II was declared king of Italy. Venetia joined in 1866 and Rome in 1870.
Teacher's Note: Use the key term in your answer.
12. Q11. Describe the process of unification of Great Britain.
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Answer: Before the 18th century there was no British nation, only the English, Welsh, Scots and Irish. The English nation grew in wealth and power and extended its influence. The English Parliament seized power from the monarchy in 1688 and became the instrument of the nation-state. The Act of Union (1707) joined England and Scotland as the United Kingdom of Great Britain, and Ireland was forcibly added in 1801. A new British identity, with its flag, anthem and English language, was promoted.
Teacher's Note: Give an example if the question allows.
13. Q12. Describe five steps taken by the French revolutionaries to create a sense of collective identity.
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Answer: The ideas of la patrie (fatherland) and le citoyen (citizen) were emphasised. A new tricolour flag replaced the royal standard. The Estates General was renamed the National Assembly. New hymns were composed, oaths were taken and martyrs were commemorated in the name of the nation. A centralised administrative system made uniform laws for all, internal customs duties were abolished, and a uniform system of weights and measures was adopted. French, as spoken in Paris, became the common language.
Teacher's Note: Write a short, clear answer.
14. Q13. Discuss the reasons for the emergence of nationalist tensions in the Balkans.
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Answer: The Balkans was a region of geographical and ethnic variation, whose people were called Slavs. Most of it was under the Ottoman Empire, which was breaking down, and the Balkan peoples struggled for independence on the basis of nationality. They fought over territory, each claiming a past of glory. At the same time, the great powers, Russia, Germany, England and Austro-Hungary, competed for trade, colonies and military strength in the area, which led to the Balkan wars and finally the First World War.
Teacher's Note: Remember this for your exam.
Lesson 2: Nationalism in India
15. Q3. Why did some Congress leaders oppose the Non-Cooperation Movement?
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Answer: Some leaders were against boycotting the council elections of November 1920, as they wanted to enter the councils and oppose British policy from inside. They also feared that mass protest might turn into violence. The Congress decided to take part in elections only after a compromise at Nagpur, and C.R. Das and Motilal Nehru formed the Swaraj Party.
Teacher's Note: Learn this point and write it in your own words.
16. Q4. What were the three stages of the Non-Cooperation Movement?
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Answer: First, surrender of titles and boycott of civil services, army, police, courts, legislative councils, schools and foreign goods. Second, if the government used repression, a full civil disobedience campaign would be launched. Third, people were to promote swadeshi goods, such as khadi.
Teacher's Note: Use the key term in your answer.
17. Q5. What was the Gandhi-Irwin Pact?
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Answer: On 5 March 1931, Gandhi and Lord Irwin signed the pact. Gandhi agreed to take part in the Round Table Conference in London, and the government agreed to release the political prisoners. Gandhi ended the Civil Disobedience Movement.
Teacher's Note: Give an example if the question allows.
18. Q6. Discuss three causes of the revolt in the Gudem Hills of Andhra Pradesh.
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Answer: The colonial government closed large forest areas, so people could not graze cattle or collect firewood and fruits. The government forced the hill people to do begar (free labour) for building roads. They also felt their traditional rights were taken away. Under Alluri Sitaram Raju, they revolted in the 1920s.
Teacher's Note: Write a short, clear answer.
19. Q7. Why did Gandhi start the Civil Disobedience Movement? How did it unite the country?
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Answer: Gandhi started it in 1930 after the Simon Commission, which had no Indian member, and after the government refused his eleven demands, including the abolition of the salt tax. He started with the Salt March to Dandi (12 March to 6 April 1930), where he broke the salt law. It united the country because people from all groups took part: rich peasants such as Patidars and Jats, poor peasants, business classes who wanted protection from British imports, women who joined in large numbers, and industrial workers in some places.
Teacher's Note: Remember this for your exam.
20. Q8. Why did Gandhi launch the Non-Cooperation Movement? How did it unite the country?
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Answer: Gandhi wanted to fight the injustice of the Rowlatt Act, the Jallianwala Bagh massacre and the Khilafat wrong, and to win swaraj. He felt the British rule was based on Indian cooperation, so if Indians withdrew it, British rule would fall in a year. It united Hindus and Muslims through the Khilafat issue, and many sections took part: lawyers, students, peasants, tribals, plantation workers and middle-class people.
Teacher's Note: Learn this point and write it in your own words.
21. Q9. How did the First World War help in the growth of nationalism in India?
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Answer: The war led to huge defence expenditure, met by war loans and higher taxes. Customs duties and income tax were raised, and prices doubled between 1913 and 1918. Villages were forced to supply soldiers. In 1918-19 and 1920-21 crops failed, and an influenza epidemic killed millions. People suffered, and they hoped for relief after the war, but when it did not come, discontent grew and people joined the national movement.
Teacher's Note: Use the key term in your answer.
22. Q10. How did cultural processes help in creating a sense of collective belonging in India?
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Answer: History and fiction, folklore (Natesa Sastri's Folklore of Southern India), songs such as Bankim Chandra's 'Vande Mataram', and icons such as Abanindranath Tagore's image of Bharat Mata, together with flags (the swaraj flag designed in 1921, with a spinning wheel), all gave people a feeling of belonging to one nation.
Teacher's Note: Give an example if the question allows.
23. Q11. Explain the role played by tribal peasants of Andhra Pradesh during the Non-Cooperation Movement.
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Answer: In the Gudem Hills, Alluri Sitaram Raju was inspired by Gandhi's Non-Cooperation Movement. He persuaded people to wear khadi and give up drinking. But he asserted that India could be liberated only by force. The tribals attacked police stations and fought a guerrilla war. Raju was captured and executed in 1924, and became a folk hero.
Teacher's Note: Write a short, clear answer.
24. Q12. Why was Congress reluctant to give women positions of authority? How did women take part in the Civil Disobedience Movement?
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Answer: Women took part in large numbers: they marched in protest, made salt, picketed foreign cloth and liquor shops, and went to jail. Yet the Congress was reluctant to give them any position of authority within the organisation, because it was still a patriarchal society in which a woman's duty was seen as at home, and Gandhi felt that their role was to serve the nation as mothers and wives.
Teacher's Note: Remember this for your exam.
25. Q14. Describe the condition of indentured labour who migrated from India in the nineteenth century.
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Answer: Indentured labourers were hired under contract and recruited by agents from poor areas such as Bihar, eastern Uttar Pradesh and central India. They were falsely promised good jobs, and taken to plantations in Fiji, Mauritius, the Caribbean, Trinidad, Guyana and Assam. The working conditions were harsh, with long hours, low wages and ill-treatment, and the labourers had few legal rights. The system was abolished in 1921.
Teacher's Note: Learn this point and write it in your own words.
Lesson 4: The Age of Industrialisation
26. Q5. What led to the rise of Bombay and Calcutta ports in the 19th century?
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Answer: With the decline of Surat and Hooghly and the control of the European companies over trade, the older ports declined. Calcutta was the capital of the East India Company's power, and Bombay was the centre of cotton exports. They became the main hubs of the colonial trade.
Teacher's Note: Use the key term in your answer.
27. Q6. Who were jobbers? Explain their functions.
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Answer: Jobbers were old and trusted workers who were employed by industrialists to get new recruits. They brought villagers, ensured they had jobs, helped them to settle in the city and gave them money in a crisis. They became powerful, and demanded money and gifts for their favours.
Teacher's Note: Give an example if the question allows.
28. Q7. List the problems faced by Indian weavers in the 19th century.
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Answer: Cheap machine-made goods from Manchester flooded Indian markets, so weavers could not compete. When the American Civil War stopped the supply of cotton from America, raw cotton supplies to India fell and prices rose, and weavers could not afford raw material. Weavers also had to pay the high prices fixed by the merchants who exported raw cotton, and their cloth lost its market.
Teacher's Note: Write a short, clear answer.
29. Q8. How was infrastructure developed after the 1840s?
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Answer: After the 1840s the railway network grew rapidly; the first Indian railway ran from Bombay to Thane in 1853. Roads, ports and telegraph lines were built, which helped to move raw materials and goods to the ports. Cotton and jute mills were set up in Bombay, Calcutta and Ahmedabad.
Teacher's Note: Remember this for your exam.
30. Q9. During the 18th century, who set up industries in India?
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Answer: Indian merchants and bankers invested in industries. For example, Dwarkanath Tagore, Dinshaw Petit and Jamsetji Tata set up industries, and Seth Hukumchand set up the first Indian jute mill in Calcutta in 1917. Marwari merchants such as G.D. Birla also invested, and these businessmen made money from trade with China and the opium trade.
Teacher's Note: Learn this point and write it in your own words.
31. Q10. What is the role of advertisements in the marketing of goods?
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Answer: Advertisements make products seem desirable and necessary and shape people's minds, creating new needs. They appear in newspapers, magazines, hoardings, labels and calendars. Images of gods were used to give the product divine approval, and they helped to sell products and spread national pride in the swadeshi products.
Teacher's Note: Use the key term in your answer.
32. Q11. Describe three major problems faced by Indian cotton weavers in the nineteenth century.
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Answer: Their cloth could not compete with cheap Manchester imports. There was a shortage of good-quality raw cotton, because raw cotton was exported to Britain, and prices rose. They were also forced to buy raw material at high prices from the East India Company's agents, and often got a low price for the cloth.
Teacher's Note: Give an example if the question allows.
33. Q12. Why did poor peasants and artisans begin working for merchants?
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Answer: Common lands were being enclosed and the poor peasants and cottagers lost their access to fuel and fodder. With small plots, they had little income and could not feed their families. They welcomed the merchants, who gave them advances to produce for the market, and so earned an extra income.
Teacher's Note: Write a short, clear answer.
34. Q13. Why did the port of Surat lose its importance in the 18th century?
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Answer: The European companies gained control over trade, and grew powerful, so the local bankers collapsed. The Mughal empire weakened. The Surat ports' exports declined and the Company shifted its trade to the new ports of Bombay and Calcutta, so Surat declined.
Teacher's Note: Remember this for your exam.
Lesson 5: Print Culture and the Modern World
35. Q5. Explain the main features of the first printed Bible.
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Answer: Johann Gutenberg printed the Bible, in Latin, in Germany around 1448, with metal movable type. About 180 copies were printed in three years. The pages looked like handwritten copies, with decorated borders and hand-painted illustrations.
Teacher's Note: Learn this point and write it in your own words.
36. Q6. What were the drawbacks of manuscripts?
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Answer: Copying manuscripts was expensive, slow and laborious. Manuscripts were fragile and difficult to handle and carry, and could not be circulated widely. So they could not meet the growing demand for books.
Teacher's Note: Use the key term in your answer.
37. Q7. What was the significance of printing for spreading ideas?
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Answer: Print made it possible to produce many copies cheaply and quickly, so ideas reached a very wide audience. It created a reading public and encouraged debate. Reformers like Martin Luther used print to spread their ideas, such as the Ninety-Five Theses, and challenged the authority.
Teacher's Note: Give an example if the question allows.
38. Q8. How did the print revolution influence the lives of workers?
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Answer: The workers gained access to cheap books and libraries, and began to read and educate themselves. They wrote about their own lives, and the print helped them to organise and demand better wages and shorter working hours. Some working-class writers, such as Thomas Wood, wrote their autobiographies.
Teacher's Note: Write a short, clear answer.
39. Q9. Write a short note on Erasmus' idea of the printed book.
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Answer: Erasmus, a Latin scholar, feared that books were not all worthy of being read. He complained that books were flooding the market, and that irresponsible and rebellious writing could spread, and so he said that the book swarms had a bad effect on the value of good scholarship.
Teacher's Note: Remember this for your exam.
40. Q10. Trace the history of the print revolution in India.
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Answer: Portuguese missionaries brought the first printing press to Goa in the mid-16th century. Jesuit priests printed Konkani texts, and the first Tamil book was printed in 1579 and the first Malayalam book in 1713. By 1710, Dutch Protestant missionaries had printed 32 Tamil texts. James Augustus Hickey started the weekly Bengal Gazette in 1780. In the 19th century, Rammohun Roy, the Bengal reformers and the vernacular newspapers spread the print culture.
Teacher's Note: Learn this point and write it in your own words.
41. Q11. How did the British regulate the freedom of the press in India?
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Answer: After the 1857 revolt, the attitude to the freedom of the press changed. The Vernacular Press Act (1878), modelled on the Irish Press Laws, gave the government the right to censor reports and editorials of the vernacular papers. If a paper published anything objectionable, the paper was warned, and if the warning was ignored, the press could be seized. When Bal Gangadhar Tilak wrote in Kesari in defence of the revolutionaries, he was imprisoned in 1908.
Teacher's Note: Use the key term in your answer.
42. Q12. How did the earliest printing technology develop? Explain with examples.
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Answer: It developed first in China, Japan and Korea, with hand printing from woodblocks. In China, books were printed from woodblocks from about 594 CE, and the Buddhist Diamond Sutra was printed in 868 CE. In Japan, it was printed in 768-770. Marco Polo brought the technology to Italy from China in 1295, and Europe then used woodblocks, until Gutenberg developed movable metal type in Germany.
Teacher's Note: Give an example if the question allows.
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CBSE Class 10 Social Science Study Material: All Chapters
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The latest 2026-27 advanced study resources for Class 10 Social Science are available for free on StudiesToday.com which includes NCERT Exemplars, high-order thinking skills (HOTS) questions, and deep-dive concept summaries.
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