The Sense of Collective Belonging Concept & Notes PDF for Free

Topic & sub-topics covered: The Sense of Collective Belonging and Conclusion of the chapter: Nationalism in India (All single detail notes that are exam-oriented).

We have discussed in-depth and exam-oriented pointers that can be asked in the board exam of class 10th about “The Sense of Collective Belonging”, which is taken from the NCERT History book for class 10th chapter no. 2 “Nationalism in India”.

Download NCERT History Chapter 2 Nationalism in India Class 10th Notes PDF for Free

If you are in class 10th and looking for free NCERT History chapter 2 notes of the chapter Nationalism in India class 10 that cover concepts, then from here you can download the free class 10th History chapter 2 notes “Nationalism in India”. You should download this free PDF for future tests or exam preparations.

NCERT History Chapter 2 Nationalism in India Notes PDF for Class 10

The Sense of Collective Belonging

1. Formation of Nationalism:

• Nationalism develops when people perceive themselves as part of the same nation.
• United struggles and cultural processes contribute to creating a sense of collective belonging.

2. Role of Cultural Processes:

• Cultural processes, including history, fiction, folklore, songs, prints, and symbols, play a crucial role in shaping nationalism.
• These processes contribute to the imagination of a collective identity and unity among diverse communities.

3. The symbolism of Bharat Mata:

• In the twentieth century, the identity of India became symbolized by Bharat Mata.
• Bankim Chandra Chattopadhyay’s hymn ‘Vande Mataram’ and Abanindranath Tagore’s painting portrayed Bharat Mata as an ascetic figure.
• Devotion to Bharat Mata became a symbol of nationalism during the Swadeshi movement.

4. Revival of Folklore:

• Nationalists in the late nineteenth century recorded folk tales and songs, considering them a true representation of traditional culture.
• Folklore revival aimed to preserve cultural heritage, rediscover national identity, and instill pride in the past.
• Rabindranath Tagore and Natesa Sastri played significant roles in the movement to revive Indian folklore.

5. Nationalist Icons and Symbols:

• During the Swadeshi movement, nationalists used icons and symbols to unify people.
• A tricolour flag with eight lotuses and a crescent moon represented Hindu-Muslim unity.
• Gandhiji designed the Swaraj flag, emphasizing self-help, with a spinning wheel at the centre.

6. Reinterpretation of History:

• By the late nineteenth century, Indians sought to reinterpret history to instill pride in the nation.
• Nationalist histories highlighted India’s achievements in ancient times, contrasting them with the period of decline under colonial rule.
• Indians aimed to challenge British perceptions of their culture as backwards and primitive.

7. Challenges in Unification:

• Efforts to unify people through glorifying a Hindu past and using Hindu iconography faced challenges.
• People of other communities felt excluded when the focus was primarily on Hindu history and symbols.

Conclusion

1. Growing Anger against Colonial Rule:

• Various groups and classes in India harbored increasing resentment against the colonial government.
• This anger played a pivotal role in bringing together diverse sections of Indian society.

2. Common Struggle for Freedom:

• In the first half of the twentieth century, Indians from different backgrounds joined a common struggle for freedom.
• The Congress, led by Mahatma Gandhi, played a key role in organizing movements to channel people’s grievances towards independence.

3. Congress’s Role in National Unity:

• Congress aimed to forge national unity by organizing independence movements.
• Mahatma Gandhi’s leadership emphasized non-violent resistance and civil disobedience to unite Indians against colonial oppression.

4. Diverse Participation in Movements:

• Various groups and classes participated in independence movements with distinct aspirations and expectations.
• Grievances against colonial rule were wide-ranging, leading to different interpretations of freedom.

5. Diverse Meanings of Freedom:

• Freedom from colonial rule held different meanings for different people based on their diverse grievances.
• Congress leadership tried to reconcile these varied expectations to maintain unity within the movement.

6. Congress Attempt to Resolve Differences:

• The Congress continuously worked to address differences among various groups and classes.
• Efforts were made to prevent one group’s demands from alienating another, aiming for a cohesive nationalist movement.

7. Unity and Disunity in the Movement:

• Despite attempts at unity, the nationalist movement witnessed phases of disunity and inner conflicts.
• High points of Congress activity and nationalist unity were often followed by periods of internal discord.

8. Emergence of a Nation with Many Voices:

• The evolving nationalist movement showcased a nation with diverse voices, each expressing the desire for freedom.
• The quest for independence revealed the multifaceted nature of the Indian struggle against colonial rule.

Next & Previous Topics of NCERT/CBSE History Class 10 Chapter 2: Nationalism in India

Topics No.	Topics Name
0 (Introduction)	Introduction To Nationalism In India
1	The First World War, Khilafat and Non-Cooperation
2	Differing Strands within the Movement
3	Towards Civil Disobedience
4	The Sense of Collective Belonging

MCQs on NCERT Civics Class 10 Chapter 5 Topic – The Sense of Collective Belonging

Here are the top exam-oriented MCQ-type questions on “The Sense of Collective Belonging” that you should prepare for your CBSE or state board exams:

Question 1. How did nationalism spread in India?

(a) By enforcing laws
(b) Through united struggles and cultural processes
(c) By colonial efforts
(d) By restricting regional languages

Answer: (b) Through united struggles and cultural processes

Question 2. What played a key role in creating a sense of collective belonging?

(a) Military campaigns
(b) History, folklore, songs, and symbols
(c) Economic reforms
(d) Industrialisation

Answer: (b) History, folklore, songs, and symbols

Question 3. Which figure was symbolised to represent India during the growth of nationalism?

(a) Bharat Mata
(b) Mother Teresa
(c) Durga Mata
(d) Kali Mata

Answer: (a) Bharat Mata

Question 4. Who wrote the hymn ‘Vande Mataram’?

(a) Rabindranath Tagore
(b) Bankim Chandra Chattopadhyay
(c) Abanindranath Tagore
(d) Natesa Sastri

Answer: (b) Bankim Chandra Chattopadhyay

Question 5. Which movement inspired Abanindranath Tagore’s painting of Bharat Mata?

(a) Non-Cooperation Movement
(b) Swadeshi Movement
(c) Quit India Movement
(d) Civil Disobedience Movement

Answer: (b) Swadeshi Movement

Question 6. Why did nationalists in the late-nineteenth century collect folk tales?

(a) To promote religious teachings
(b) To preserve traditional culture and discover national identity
(c) To translate them into English
(d) To entertain the masses

Answer: (b) To preserve traditional culture and discover national identity

Question 7. Who led the movement for folk revival in Bengal?

(a) Rabindranath Tagore
(b) Bankim Chandra Chattopadhyay
(c) Abanindranath Tagore
(d) Natesa Sastri

Answer: (a) Rabindranath Tagore

Question 8. Which book was a four-volume collection of Tamil folk tales?

(a) Tales of Tamil Nadu
(b) The Folklore of Southern India
(c) Indian Folk Narratives
(d) Tamil Ballads and Myths

Answer: (b) The Folklore of Southern India

Question 9. Who published The Folklore of Southern India?

(a) Rabindranath Tagore
(b) Abanindranath Tagore
(c) Natesa Sastri
(d) Subramania Bharati

Answer: (c) Natesa Sastri

Question 10. What did Natesa Sastri believe folklore represented?

(a) A source of entertainment
(b) National literature and true thoughts of people
(c) Historical events of ancient India
(d) Religious scriptures of Tamil Nadu

Answer: (b) National literature and true thoughts of people

Question 11. What did the eight lotuses on the Swadeshi flag represent?

(a) Eight districts of India
(b) Eight provinces of British India
(c) Eight rivers of India
(d) Eight leaders of the national movement

Answer: (b) Eight provinces of British India

Question 12. Who designed the Swaraj flag in 1921?

(a) Subhas Chandra Bose
(b) Jawaharlal Nehru
(c) Mahatma Gandhi
(d) Rabindranath Tagore

Answer: (c) Mahatma Gandhi

Question 13. What did the spinning wheel in the Swaraj flag represent?

(a) Economic growth
(b) Self-help and self-reliance
(c) Modern machinery
(d) Agricultural progress

Answer: (b) Self-help and self-reliance

Question 14. Why did Indian nationalists reinterpret history?

(a) To disprove British achievements
(b) To highlight India’s glorious past and instill pride
(c) To teach ancient languages
(d) To revive lost traditions

Answer: (b) To highlight India’s glorious past and instill pride

Question 15. Which era did nationalists portray as a time of decline?

(a) Vedic period
(b) Mughal period
(c) Colonial period
(d) Gupta period

Answer: (c) Colonial period

Question 16. What was the primary challenge in unifying diverse groups in the freedom struggle?

(a) Lack of education
(b) Different aspirations and expectations of groups
(c) Lack of leadership
(d) Poor communication

Answer: (b) Different aspirations and expectations of groups

Question 17. What was the Congress’s strategy to maintain unity?

(a) Ignoring differences among groups
(b) Resolving differences and balancing demands
(c) Relying solely on Gandhi’s leadership
(d) Imposing strict rules on groups

Answer: (b) Resolving differences and balancing demands

Question 18. What does the term “nation with many voices” signify?

(a) Disunity among people
(b) Diverse groups with shared aspirations for freedom
(c) Contradictions in leadership
(d) A fragmented political system

Answer: (b) Diverse groups with shared aspirations for freedom

Question 19. What was the outcome of glorifying India’s Hindu past?

(a) It unified all communities
(b) It alienated people of other communities
(c) It revived ancient traditions
(d) It established a strong central authority

Answer: (b) It alienated people of other communities