=

Conclusion

 Despite these differences, they had impeccable respect for one another. For this very
reason, Mahatma Gandhi called Bose as ‘Patriot of Patriots’ and Bose addressed
Gandhiji as ‘Father of the Nation.’

>
Day 4/ 28 June 2024
&

Q.1. Bring out the constructive programmes of Mahatma Gandhi

during Non-Cooperation Movement and Civil Disobedience
Movement. [GS 1/ 15 Marks/ 2021]

Introduction
 Non-Cooperation Movement (1920-22) and Civil Disobedience Movement (1930-34)
were ⑳
the launched by Mahatma Gandhi against British colonial rule. During this time,
he was also engaged in ground works to use them as platforms for future struggles.

Constructive programmes of Mahatma Gandhi during Non-Cooperation Movement

 Khadi Is roades hi
o Encouraged use of khadi as a symbol of economic independence and resistance
to British-made goods
o E.g.- All India Spinners' Association established ·
in 1925
 Cottage industries
o Promoted activities such as handloom weaving, pottery, leatherwork
 Opening of schools and colleges
o E.g.- Gujarat Vidyapith in Ahmedabad in 1920
 Further Hindu-Muslim unity
o E.g.- supported Khilafat movement to build upon gains of Lucknow Pact 1916

Constructive programmes of Mahatma Gandhi during Civil Disobedience Movement

 Salt Satyagraha
o E.g.- conducted salt-making workshops along the coast of Gujarat extracted
from seawater or salt pans
 Non-consumption of intoxicating substances > YE
-

o E.g.- launched Campaigns for Social Purity >-

Mu
 Untouchability
-
 Ago
>
-
o E.g.- All India Harijan Sevak Sangh for the abolition of untouchability in 1932
o E.g.- Harijan Ashram School in 1932 for upliftment of Harijan (Dalit)
- - u88
community
> Back to C S .
.

 Education -

o E.g.- Sevagram Ashram provided education based on Gandhi's philosophy of

Nai Talim near Wardha in 1936
o E.g.- Wardha Scheme of Basic Education (1937) provided for free and
compulsory education in the mother tongue Y
R
po
--
Conclusion

HopSP  These constructive programmes not only helped achieve independence in 1947 but
they also provided an ethos of Indianness which binds different sections of society
together. even today .

Q.2) The women’s questions arose in modern India as a part of the

19th century social reform movement. What were the major issues
and debates concerning women in that period? [GS 1/ 15 Marks/
2017]

Introduction

- The condition of women during 18th-19th century was deplorable due to prevalence of
evil customs> like Sati system and child marriage. This ruled the discourses of
intellectuals in 19th century.

Major issues and debates concerning women during 19 th century social reform movement

 Sati
To E.g.- Sati was at its peak from 15 th-18th
centuries. During this period, more than
1,000 widows were burned alive every year.
T o E.g.- Abolished by Regulation Act of 1829 (Brahma Samaj founded by Raja
Rammohan Roy played an important role in it)
 Child Marriages
o Child marriages leading to higher chances of being widows, so needed to be
curbed
o E.g.- Age of Consent Act in 1891 increased marriageable age for girls from 10
to 12 years
 Widow remarriages
 o E.g.- Ishwar Chandra Vidyasagar played an important role in passing of Widow
Remarriage Act of 1856
o E.g.- Vidyasagar also set an example by marrying his son to a widow
 Education
o E.g.- Savitribai Phule and Jyotirao Phule established schools for girls
o E.g.- Ishwar Chandra Vidyasagar worked for education of girls as the secretary
of Bethune school (also known as Hindu female school) established in 1849
 Devadasi system
o Dedicated to temples
o E.g.- Muthulakshmi Reddi raised voice against it. Finally banned in 20 th century

Conclusion

 The reformative and progressive steps taken by social reformers brought positive
changes in the life of half of population. These reforms produced results when women
like Sarojini Naidu, Usha Mehta took leadership during freedom struggle.

Q.3) Examine the linkages between 19th centuries ‘Indian

Renaissance’ and the emergence of national identity. [GS 1/ 10
Marks/ 2019]

Introduction

 The reforms and ideas brought by Raja Rammohan Roy is regarded as the beginning of
Renaissance in India and for this very reason he is also known as ‘father of Indian
Renaissance.’

Linkages between 19th centuries ‘Indian Renaissance’ and the emergence of national identity

 Reforms in religion > thus promoting religious pluralism &

-

unity
o E.g.- Aligarh movement by Sir Syed Ahmed Khan (worked towards integrating
Islamic traditions with western education)
o E.g.- advocation of monotheism by Rammohan Roy
 Art forms promoting nationalism
S o E.g.- Bharatmata painting by Abanindranath Tagore in 1905 (during partition of

Painting Bengal)
o E.g.- Jana Gana Mana composed by Rabindranath Tagore in 1911 > Pocke/ !
promo
-

 Literature
4 poers
⑭ P
107
 proposali-t
Idea
hap

t
o Popularisation of Vande Mataram after Bankim Chandra Chattopadhyay’s novel

Regionalis
“Anandamath” (1882)
o Articles written in newspapers such as Kesari, Amrit Bazar Patrika (evolved into
English format overnight)
 Making women’s rights a national focus
·

o E.g.- Due to efforts of Ishwarchandra Vidyasagar, Widow Remarriage Act 1856

was passed
 Rediscovery of Ancient Indian Pride
F o E.g.- speech of Swami Vivekananda in Parliament of the World’s Religions in
Chicago (1893)
Xo E.g.- Slogan given by Swami Vivekananda- “Arise, awake, and do not stop until
the goal is reached” helped in emergence of nationalism
 Social reforms > thus bringing Vulnerabl section to
I
Sorefront Me
-

o E.g.- Sati was banned by Regulation Act of 1829 (due to efforts of Brahma Samaj N
.

established by Raja Rammohan Roy) -

 Reforms in Education
o E.g.- Bethune school for girls established by Ishwarchandra Vidyasagar with the
help of Bethune
o E.g.- Jyotirao Phule and Savitribai Phule opened schools for girls and promoted
education for lower sections

Conclusion

 This period of Indian Renaissance marked a period of transition in the social, cultural,
and political values of India.&
It laid the foundation of a modern India which could
-

handle diversity and differences to accommodate the largest democracy of the world.

·
Day 5/ 29 June 2024
Q.1)Assess the main administrative issues and socio-cultural
problems in the integration process of Indian princely states. [GS 1/
10 Marks/ 2021]

=
Introduction

 Among all the issues present at the time of independence, securing integration of
princely states was of critical importance because there were 565 princely states with
differences in language, culture, judicial rules, etc.

>
Main administrative issues in the integration process of Indian princely states