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India and the Contemporary World -1I Social Science India and the Contemporary World -1I Textbook of History for Class X Social Science India and the Contemporary World -1I Textbook of History for Class X Jammu & Kashmir Board Of School Education # No part of this book may be reproduced, First Edition stored in a retrieval system or transmitted, November 2019 in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher. # This book is sold subject to the condition that it shall not, by way of trade, be lent, re- sold, hired out or otherwise disposed of in any form of binding or cover other than that in which it is published without the written consent of the publisher. Cover and Layout Showkat A Baba Professional Graphics Srinagar / 9419974394 Social Science FOREWORD urriculum updating is a continuous process and hence the J&K Board of School Education has brought out the revised Ccurricula for different classes. Social Science is of crucial importance because it helps learners in understanding environment in its broader perspective. This Textbook of Social Science aims at enabling students to develop critical understanding of society and to lay a foundation for an analytical and creative mindset. Change in the textbook entails the change in the content and pedagogical practice of curriculum. Main objective of this change is to enable the children to understand the society and the world in which we live as well as understand socio- economic developments and changes. Learning of History aims at the cultivation of a scientiic and humanistic approach and forward outlook towards life. History is not about the story of great men and their conquest but it should contribute in the widening of the mental horizons of the students based on how men have lived and progressed through ages. In the light of the NCF-2005, the social and cultural aspects of the history of J&K and Ladakh have been included in the book. It is hoped that through the perception of local history, the students are in a position to understand the local history. I appreciate the hardwork done by the Academic Division and textbook development committee responsible for the development of this book. I acknowledge and place on record my deep appreciation to the Director NCERT and Head curriculum Division, NCERT for their support and cooperation. The contents in this book have been adopted from the NCERT textbook of History for class X titled “India and the Contemporary World-II” and one chapter on local speciic content pertaining to Jammu & Kashmir and Ladakh has been incorporated. The book has been contextualized and presented in an interesting manner to attract the attention and to create a sense of belongingness among the learners. As an orgnisation committed to systematic reform and continuous improvement in the quality of its textbooks, we welcome comments and suggestions which will enable us to undertake further revision and reinement. I hope this textbook of History shall sensitize India and the learnersContemporary about the historical perspective World in an explicit-1I . (Prof.Veenamanner Pandita) Textbook of History for Class X Chairperson Social Science TEXTBOOK DEVELOPMENT COMMITTEE OF NCERT CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS IN SOCIAL SCIENCE FOR THE SECONDARY STAGE Hari Vasudevan, Professor, Department of History, Calcutta University, Kolkata CHIEF ADVISOR Neeladri Bhattacharya, Professor, Centre for Historical Studies, School of Social Sciences, Jawaharlal Nehru University, New Delhi Members Brij Tankha, Professor, Department of East Asian Studies, University of Delhi G. Balachandran, Professor, Graduate Institute of International Studies, Geneva Janaki Nair, Professor, Centre for Studies in Social Sciences, Kolkata Monica Juneja, Professor, Maria-Goeppert-Mayer Guest Professor, Historisches Seminar, University of Hanover, Germany P.K. Dutta, Professor, Centre for Studies in Social Sciences, Kolkata Rashmi Paliwal, Eklavya, Hoshangabad Rekha Krishnan, Head of Senior School, Vasant Valley School, New Delhi Sekhar Bandyopadhyay, Professor, Faculty of Humanities and Social Sciences, Victoria University of Wellington, New Zealand Shukla Sanyal, Reader, Department of History, Calcutta University, Kolkata Tanika Sarkar, Professor, Centre for Historical Studies, Jawaharlal Nehru University, New Delhi Udaya Kumar, Professor, Centre for Studies in Social Sciences, Kolkata MEMBER-COORDINATOR Kiran Devendra, Professor, Department of Elementary Education, NCERT, New Delhi India and the Contemporary World -1I Textbook of History for Class X Social Science ACKNOWLEDGEMENT he J&K BOSE is grateful to the following subject experts for their hardwork, dedication and Tcontribution in developing the local content of this textbook. 1. Dr. Madhulika Singh, Senior Assistant Professor, Deptt. of History, University of Jammu. 2. Dr. Javeed Ul Aziz, Deptt. of History, University of Kashmir. 3. Dr. Neeraj Jandial, Principal, GHSS Aghore, Reasi 4. Mr. Bheem Bakshi, Teacher, Govt. SRML HSS, Parade Jammu. Member Coordinators Dr. Yasir Hamid Sirwal, Asstt. Director-JD Dr. Anuradha Sharma, Academic Officer-JD Mr. Tariq Kanjwal, Academic Officer-KD The J&K Board of School Education gratefully acknowledges the use of NCERT textual material of History for class X in the development of this book. I express my gratitude to Prof. Veena Pandita (Chairperson) for her support and help in the development of the textbook. She has been a source of inspiration for all of us and without her guidance, this endeavour would have been impossible. I also extend my thanks to Prof. Abdul Wahid Makhdoomi, Joint Secretary (Publication). My sincere gratitude is due to the Curriculum Development & Research Wing JD & KD for their untiring efforts for making this textbook available for the students of class X. India and the ContemporarySuggestions from theWorld stakeholders -1I for the improvement of the Textbook shall be highly appreciated. Textbook of History for Class (Dr. X Farooq Ahmad Peer) Director Academics Social Science TABLE OF CONTENTS Section I: Events and Processesion I: Events and Processes I. The Rise of Nationalism in Europe 3 II. Nationalism in India 29 Section II: Livelihoods, Economies and Societies III. The Making of a Global World 53 IV. The Age of Industrialisation 79 Section III: Everyday Life, Culture and Politics V. Print Culture and the Modern World 105 Section IV : Modernisation of Erstwhile J & K State VI. Post Independen Era: Jammu and Kashmir on the ammu ashmir Path of Modernisation 129 ce India and the Contemporary World -1I Textbook of History for Class X The Rise of Nationalism in Europe Chapter I Fig. 1 — The Dream of Worldwide Democratic and Social Republics – The Pact Between Nations, a print prepared by Frédéric Sorrieu, 1848. In 1848, Frédéric Sorrieu, a French artist, prepared a series of four New words prints visualising his dream of a world made up of ‘democratic and social Republics’, as he called them. The first print (Fig. 1) of the Absolutist – Literally, a government or series, shows the peoples of Europe and America – men and women system of rule that has no restraints on of all ages and social classes – marching in a long train, and offering the power exercised. In history, the term homage to the statue of Liberty as they pass by it. As you would refers to a form of monarchical recall, artists of the time of the French Revolution personified Liberty government that was centralised, as a female figure – here you can recognise the torch of Enlightenment militarised and repressive she bears in one hand and the Charter of the Rights of Man in the Utopian – A vision of a society that is so other. On the earth in the foreground of the image lie the shattered ideal that it is unlikely to actually exist remains of the symbols of absolutist institutions. In Sorrieu’s utopian vision, the peoples of the world are grouped as distinct Activity Nationalism in Europe nations, identified through their flags and national costume. Leading the procession, way past the statue of Liberty, are the United States In what way do you think this print (Fig. 1) depicts a utopian vision? and Switzerland, which by this time were already nation-states. France, The The Rise of Nationalism in Europe 3 identifiable by the revolutionary tricolour, has just reached the statue. Source A She is followed by the peoples of Germany, bearing the black, red Ernst Renan, ‘What is a Nation?’ and gold flag. Interestingly, at the time when Sorrieu created this In a lecture delivered at the University of image, the German peoples did not yet exist as a united nation – the Sorbonne in 1882, the French philosopher Ernst flag they carry is an expression of liberal hopes in 1848 to unify the Renan (1823-92) outlined his understanding of numerous German-speaking principalities into a nation-state under what makes a nation. The lecture was subsequently published as a famous essay entitled a democratic constitution. Following the German peoples are the ‘Qu’est-ce qu’une nation?’ (‘What is a Nation?’). peoples of Austria, the Kingdom of the Two Sicilies, Lombardy, In this essay Renan criticises the notion suggested Poland, England, Ireland, Hungary and Russia. From the heavens by others that a nation is formed by a common language, race, religion, or territory: above, Christ, saints and angels gaze upon the scene. They have ‘A nation is the culmination of a long past of been used by the artist to symbolise fraternity among the nations of endeavours, sacrifice and devotion. A heroic past, the world. great men, glory, that is the social capital upon which one bases a national idea. To have This chapter will deal with many of the issues visualised by Sorrieu common glories in the past, to have a common in Fig. 1. During the nineteenth century, nationalism emerged as a will in the present, to have performed great deeds together, to wish to perform still more, these force which brought about sweeping changes in the political and are the essential conditions of being a people.
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