* CURRICULUM STUDY CHAPTER moav QUESTIONS

How did the political Why did the How did the reforms How did nationalism
There are three depth studies for this historical period. landscape of India two-nation theory by the British impact lead to the demand for
For each depth study, there are up to three electives change after become acceptable? the Indians and their a separate homeland
World War I? stance towards for Indian Muslims?
that focus on a particular society, event, movement or British Rule?
development. It is expected that ONE elective will be
studied in detail. A depth study will constitute
approximately 30% of the total teaching time for the
year. The content in each depth study elective is
By the end of this chapter, students will be able to:
designed to allow detailed study of specific aspects of
this historical period. As part of a teaching and Recall the role of Muslims and Hindus in World War I
*
learning program, depth study content can be * Describe the importance of the Lucknow Pact of 1916 for
integrated with the overview content and/or other Hindu Muslim unity
Describe some main points of the Montague-Chelmsford
*
Overview 10% Reforms and why they were introduced
» Describe the incident of Jallianwala Bagh in 1919
Depth Study 1 30%
» Identify some contributions of the founding leaders of the
Depth Study 2 30% Khilafat Movement in the subcontinent
Depth Study 3 30% Describe main features of the Nehru Report in 1928
*
Total 1OOO/o * Identify the most important demand made in Jinnah’s
14 points

* Explain the historical importance of Allama Iqbal’s

address of 1930 at Allahabad
» Describe events that led the British to hold the three Round
Table Conferences
Describe the reason and main implication of the introduction
*
of the Communal Awards
» Explain the historical significance of the Day of Deliverance
in 1939
» Identify the importance of the Pirpur Report for Muslim League
DEPTH STUDY 2 WORLD WARS AND » Explain the reasons and impacts of the reorganisation of the
INDIA’ Muslim League.

As part of Depth Study 2 ‘World Wars and India’ ,

teachers may elect to study Political Awareness in
Subcontinent

CHAPTER CONTENT
Unit 1 ‘Snapshot’ helps students to understand the major events leading up to and during World
War I. Unit 2 ‘The Hindu-Muslim Unity’ investigates Congress and the Muslim League agreement
to present common demands to the British government. Unit 3 ‘Communal and Political
Awakening’ explores the chain of events facilitating partition. Unit 4 ‘Conferences, Reforms and
Elections investigates Round table conferences, elections, and the reorganisation of Muslim
League. Unit 5 ‘Significant People’ looks at the prominent political figures in the Indian
subcontinent.

60 PEARSON history Book3

 fRE-PREPARATlON *

SUGGESTIONS FOR INTRODUCING

POLITICAL AWARENESS
i. . ,. . .. .
POLITICAL AWARENESS IN SUBCONTINENT
• Have students flip quickly through the pages of the
chapter and identify items that they already know
something about or that they are interested in
learning more about. The results could be used as
part of the KWL exercise suggested below.
• Students spend fifteen minutes on internet research,
using search terms such as videos about early 20th
century India. At the end of the search period, a list
of interesting sites could be compiled and students
could view one another's findings. This exercise
could also feed into the ‘What I want to know' part
of the KWL.
• Students complete a KWL chart (What I know, What
I want to know, What I have learnt) individually or
in groups. The first two sections should be
completed before beginning the elective, and can be
used for class discussion and to establish goals for
learning. The final section should be completed at
the end of the elective to track how well students
met their learning goals.

IN A NUTSHELL
During the early 20th century, key events like the
Lucknow Pact (1916) fostered Hindu-Muslim unity,
While the Montague-Chelmsford Reforms aimed to
introduce limited self-governance.
The Jallianwala Bagh massacre (1919) intensified the
Indian struggle for independence.
The Khilafat Movement, Nehru Report (1928), Jinnah’s
14 Points, and Allama Iqbal’s 1930 address highlighted
the Muslim League's demands for political
representation.
The Communal Awards and the Day of Deliverance
(1939) underscored communal tensions. The
reorganization of the Muslim League and the Pirpur
Report bolstered Muslim unity, paving the way for
Pakistan's creation.

Deviously— In a manner that is deceitful or underhanded, often involving indirect or dishonest tactics
to achieve a goal.
Oppressive-Harsh and unfair treatment or control that limits freedom, often characterized by
excessive authority or power.
Incite-To provoke or encourage someone to take action, especially to stir up violence, anger, or
harmful behaviour.
Tenure— The period during which someone holds a position, office, or title. It can also refer to the
guaranteed permanent employment, especially for teachers or professors after a probationary period.
Persistent— Continuing firmly or obstinately in a course of action despite difficulties, opposition, or
failures. It also refers to something that lasts for a long time or is consistently repeated.
Ardently-With intense enthusiasm, passion, or fervor. It describes a strong, eager, and enthusiastic
manner or attitude.
Pact— A formal agreement or treaty between two or more parties, often nations or organizations, to
cooperate for mutual benefit.
Ambassador-A diplomatic official who represents their country abroad typically in a foreign country,
responsible for maintaining diplomatic relations.
Escalating-Increasing or intensifying, often referring to a situation, conflict, or problem that becomes
more severe or extreme over time.
Autonomy-The state of being self-governing or independent. It refers to the freedom of a region,
organization, or individual to make decisions and govern themselves without external control.
61
* CURRICULUM STUDY

HISTORICAL KNOWLEDGE
CONTENT DESCRIPTOR
• Post-War conditions in the subcontinent
• Features of politics in India
HISTORICAL SKILLS
CHRONOLOGY, TERMS AND CONCEPTS
• Sequence historical events and periods
• Use historical terms and concepts

’ TEACHING AND
LEARNING STRATEGIES
SKILLS ACTIVITY
ANALYSIS AND USE OF SOURCES
Ml: visual-spatial, verbal-linguistic
1 Students examine Source 1.1, the map of India and
then answer the following questions.
Who created the 1922 Map of India in the Imperial
Gazetteer of India?
The 1922 Map of India in the Imperial Gazetteer of India
was created by the cartographer John Bartholomew.
What kind of information does the 1922 Map of
India in the Imperial Gazetteer of India provide?
The map provides geographical and political
information, including the boundaries of provinces,
princely states, and other administrative divisions during
THE INDIM EMPIRE
British rule.
How is the 1922 Map of India by Bartholomew
historically significant?
The map is historically significant as it reflects the
territorial and administrative landscape of British India,
which was instrumental in understanding the colonial
governance structure and the subsequent partition of 1922 Map of India by Bartholomew in Imperial
Gazetteer of India
India.
What is the Imperial Gazetteer of India? 62 PEARSON hiStoryBook3

The Imperial Gazetteer of India is a comprehensive

reference work on the geography, history, culture, and
administration of British India, published by the British
government.
Why might historians and researchers find the 1922
Map of India useful?
Historians and researchers might find the map useful for
studying the colonial administrative divisions, the extent
of British control, and the historical context of India's
struggle for independence.

62 PEARSON history Book3

 1930 Gandhi initiates the
Jinnah joins the Muslim League 1924 Khilafat is Salt March
1916 The Lucknow Pact is signed abolished in Turkey Allama Iqbal delivers the
between the Congress and the League by Mustafa Kemal Ataturk Allahabad Address

1919 March Rowlatt Act is

1927 The Simon
Commission is sent
1933 Pakistan Declaration
is published
• During World War I, both Muslims and Hindus in
passed 1928 Motilal Nehru 1935 Government of India Act British India pledged loyalty to the British, hoping
April The Amritsar is passed
Massacre takes place
introduces the for self-rule post-war.
Nehru Report 1937 First Provincial Assembly
July Montague-Chelmsford
reforms are introduced 1929 Jinnah elections are held
Start of Congress rule
• The British imposed the Rowlatt Act instead of
1922 Chauri introduces the
Fourteen Points 1939 End of Congress rule
granting self-governance, leading to widespread
Chaura incident
takes place
Day of Deliverance is observed discontent and movements for independence.
• The abolition of the Ottoman Caliphate further
eroded trust among Muslims.
Non-cooperation Round Table
Movement Conferences • Both communities aimed for liberation, but their
Khilafat Movement differing goals and British policies led to persistent
unrest and protests.

POST-WAR CONDITIONS
The subcontinent was the largest British colony
during World War I. Both the Muslims and the Hindus
pledged loyalty to the British in this war. Thousands of
Muslim and Hindu soldiers sacrificed their lives and a
large number of them were wounded. The British had
deviously promised to deliver progressive self-rule to the Liberation: The act of setting someone free from
subcontinent at the end of the war. When the war ended
with British victory, instead of keeping the pledge, the imprisonment, slavery, or oppression; the state of
British diverted the Indians' attention through reforms being freed.
and imposed the oppressive Rowlatt Act. Disheartened Memorial: Something, especially a structure or event,
Indians had no other choice and started different
established to remind people of a person or event,
movements against the British Crown.
often to honor the memory of someone who has died.
During the war, the British had also promised the Muslim
soldiers fighting on their behalf against the Ottomans
Progressive: Favoring or promoting change or
that they would not mistreat the Caliphate as it had a innovation, especially in social, political, or economic
religious value to the Muslims. However, the Caliphate matters; often associated with support for reforms and
was abolished after the War and so was the trust improvements.
in the British.
Deviously: In a manner that is dishonest or indirect;
POLITICS IN INDIA using deceit or underhanded tactics to achieve
While all the Indians shared the same goal of liberation something.
from the British government, both Muslims and Hindus
had different aims as well that were far from mutual.
Moreover, even the British were having a hard time
HELPFUL HINTS
governing India as their reforms could not make
India Gate in New Delhi is a significant war memorial
SOURCE India Gate in New Delhi, stands as a memorial to
everyone happy at the same time and led to protests by 1.2 70 000 Indian soldiers who lost their lives during the honouring the 70,000 Indian soldiers who died during
the local leaders and the civil masses. The British, in First World War World War I. It's a prominent symbol of sacrifice and
response became stricter with their policies, that would
bravery.
in turn incite more protests and movements by either the
Congress or the Muslim League, or sometimes, both.

63
 * study
curriculum
HISTORICAL KNOWLEDGE
CONTENT DESCRIPTOR
• The features of the Hindu-Muslim Unity
• The significant beliefs, values and practices of
Hindu- Muslim Unity, with a particular emphasis on
ONE of the following area: Jinnah's Struggle for Jinnah’s success in bringing Hindus and Muslims
JINNAH’S-STRUGGLE FOR
Muslim-Hindu Unity, The Lucknow pact, The MUSLIM-HINDU UNITY onto a common platform earned him the title of the
Amritsar Massacre, The Montague-Chelmsford “Ambassador of Hindu-Muslim Unity."
Muhammad Ali Jinnah was an active member
Reforms, The Khilafat Movement, The longevity of of the Congress and stayed in the party even when
Muslim League was formed. During his tenure within THE ROWLATT ACT, MARCH 1919
Hindu-Muslim Unity.
the Congress, Jinnah ardently championed the After World War I, a committee was formed under
cause of Muslim rights. However, as he observed the Justice Rowlatt to investigate revolutionary activity in
HISTORICAL SKILLS persistent disregard for the concerns of Muslims within the subcontinent. The committee reported that Bengal,
the Congress and the growing divide between the two Bombay and Punjab had become areas of revolutionary
CHRONOLOGY, TERMS AND CONCEPTS communities, he realised the importance to secure distinct activity which had to be controlled. Thus, the Rowlatt
Act was passed and enforced in March, 1919. Some of
• Sequence historical events and periods political representation for Muslims. Feeling increasingly
marginalised within the Congress due to the dominance the emergency measures of this Act included arrest without
• Use historical terms and concepts of majority interests, Jinnah juw made the decision to warrant, detention without bail, house arrest of suspects,
part ways with the party in 1920. right of the British government to order people where to live
ANALYSIS AND USE OF SOURCES and strict restrictions on political meetings and processions.
While being a member of the Congress, Jinnah also
• Identify the origin and purpose of primary and joined the Muslim League in 1913, and for several years, CONSEQUENCES OF THE ACT
secondary sources he hoped that both Congress and the League could Indians found this act against the freedom of individuals
• Locate, select and use information from a range of collaborate to find common solutions to the problems to stand up for liberty of thought and actions. As a
sources as evidence faced by Indians. Both parties held their annual sessions result, Jinnah resigned from the Imperial Legislative
concurrently and at the same location in 1915 and 1916. Council in protest and Gandhi, the political leader of the
• Draw conclusions about the usefulness of sources The most significant outcome of these joint sessions was Congress, launched a strike against the Act. The Viceroy
the Lucknow Pact of 1916. ignored the opposition’s strikes and demonstrations,
PERSPECTIVES AND INTERPRETATIONS banned anti-government publications and forbade public
• Identify and describe points of view, attitudes and THE LUCKNOW PACT, 1916 meetings. The escalating tension reached a tragic climax
values in primary and secondary sources with the Amritsar Massacre in April 1919.
The Lucknow Pact represented the first formal agreement
signed between the Indian National Congress and the
EXPLANATION AND COMMUNICATION All India Muslim League. It was a crucial moment in the
• Develop historical texts, particularly descriptions subcontinent’s history. Due to Jinnah’s persistent
efforts, Congress, for the first time, acknowledged the
and explanations that use evidence from a range of
Muslim League as the representative of the Indian
sources Muslim community and agreed that Muslims should have
• Use a range of communication forms (oral, graphic, separate electorates in any elections. Both Congress and
written) and digital technologies the League agreed to present common demands to the
British government.

Separate electorates allowed

different religious communities to elect their own
representatives to the legislative bodies. They were
considered necessary for Indian Muslims before partition
because they guaranteed Muslim representation in the
• Highlighting Jinnah's role in promoting legislative bodies, protection of their rights, and preservation News headlines for the Rowlatt Bill, 1919
Muslim-Hindu unity in pre-independence of their distinct identity and autonomy.
India.
64 PEARSON hiStoryBook3
• The Lucknow Pact (1916) aimed at
cooperation between Congress and the
Muslim League, contrasted by the repressive
Rowlatt Act (1919) and the consequential
Amritsar Massacre.
key TERMS
• The Montague-Chelmsford Reforms (1919)
introduced limited self-governance; the
Ardently— With strong enthusiasm or passion; fervently.
Khilafat and Non-Cooperation Movements
represented collective resistance against Marginalised-Treated as insignificant or peripheral, often referring to groups or individuals
British policies. who are excluded from mainstream social, economic, or political life.
• The Hijrat Movement and fluctuating Concurrently-Happening at the same time as something else; simultaneously.
Hindu-Muslim relations, indicating the
Revolutionary-Involving or causing a complete or dramatic change, especially in terms of
complex dynamics of unity and division in
political or social systems.
the struggle for independence.
Processions-Organized groups of people moving in an orderly fashion, often for ceremoni¬
al or public demonstration purposes.
Legislative -Related to the process of making or enacting laws; pertaining to a legislature.
Forbade-The past tense of "forbid," meaning to prohibit or order someone not to do
something.
Viceroy-A ruler exercising authority in a colony on behalf of a sovereign; historically, the
representative of the British monarch in India.
Diarchy-A form of government in which two individuals (often officials or rulers) share
power or authority.
Longevity— Long duration of life or existence; often used to describe the length of time
something continues or is effective.

64 PEARSON history Book3

 TEACHING AND
LEARNING STRATEGIES
EXTENSION ACTIVITY
Ml: verbal-linguistic, logical-mathematical
Students carefully read the information given in the
section headed ‘The Amritsar Massacre'
1 Students "List the reasons why the Jallianwala Bagh
massacre happened." Lists should include the
following.
• Enforcement of the Rowlatt Act
• Arrest of Indian Leaders
• Peaceful Protest Turned Violent:
• British Military Response
THE AMRITSAR MASSACRE, THE MONTAGUE-CHELMSFORD • Lack of Escape Routes
APRIL 1919 REFORMS, 1919 2 When the lists are complete, students should each
On 13 April 1919, a large crowd gathered at Jallianwala In November 1917, the choose two reasons they believe would have been
Bagh to participate in the Baisakhi Festival, a significant Viceroy of India, Lord
harvest festival celebrated in the Punjab region.
most important and be prepared to discuss their
Chelmsford and the newly
Additionally, many had assembled there to protest promoted Secretary of State, views with the class. Students’ decisions as to
against the arrest of Indian leaders and the repressive Lord Montague, carried out which factors are the most important will vary, but
Rowlatt Act, which severely curtailed civil liberties. a fact-finding tour of the students should be able to explain their choices.
The intent was to hold a peaceful demonstration and subcontinent. The Muslim
voice opposition to the unjust laws and arrests. League sought heightened
The Jallianwala Bagh was an open space with a single Muslim representation Ml: visual-spatial, verbal-linguistic,
narrow entrance surrounded by houses. When news of the and safeguards to protect interpersonal
gathering reached the incharge of maintaining law and their interests, stressing
order, General Dyer, he drove into the Bagh, stationed his 1 In groups, students create a list of the prominent
the need for reserved seats,
troops at the entrance and ordered his soldiers to open fire cultural autonomy, and figures in the Khilafat Movement, using the
at the unarmed crowd without any warning. Hundreds defence against potential internet. They should organise their research using
of people were killed, including women and children and Hindu dominance. Meanwhile, the Congress aimed for
thousands of others were wounded.
a PMI table.
broader democratic reforms, local autonomy, and more
administrative power for increased Indian participation 2 Students use their research to create an ‘online
Hindus and Muslims openly opposed the British
government especially after the passing of the Rowlatt in decision-making. documentary’ that shows prominent leaders of
Act in March and the Amritsar Massacre in April. Feeling the pressure after discussing with local leaders, The subcontinent. The documentary should contain
A special enquiry, the Hunter Committee investigated in July 1919, the British issued the Montague-Chelmsford images, descriptions, disclaimers, etc.
what Dyer had done in Amritsar. Dyer was eventually report that later became the theoretical basis for the 3 Students are then to peer-assess each other’s
removed from active service but he received no further Government of India Act of 1919. The main features of
punishment. The Indians felt highly insulted by the these reforms were: documentary looking for accuracy of information
Ml
British decision for not punishing Dyer. Their sentiments and images as well as the layout of the site.
were desperately ignored. As a consequence, the demand The Viceroy was now to be advised by six members,
for self-rule became the firm and confirmed goal of the three of whom had to be Indians. EXTENSION ACTIVITY
Indian people. Historians marked the Amritsar Massacre Bicameral legislature (the legislature comprises two
as one of the blackest days of the British Empire. houses) was introduced. WHY DID KEMAL ATATURK ABOLISH THE
The system of 'Diarchy1 was introduced at the provincial KHILAFAT?
level. It divided the powers into two: the ‘reserved’ Ml: visual-spatial, verbal-linguistic,
and the ‘transferred’ subjects. The reserved subjects
came under the heading of law and order and remained logical-mathematical
under British control. The transferred subjects came 1 Students list reasons why Kemal Ataturk abolished
under the control of provincial councils.
Khilafat?
65 Lists should include the following.
• National Sovereignty
• Discredit of the Caliph
'
• Secularisation Efforts
2 When the lists are complete, students should each
ANSWERS TO SOURCE QUESTIONS * choose two reasons they believe would have been
most important and be prepared to discuss their
views with the class.
Students are directed to look at Source 2.4 then answer the following question. Students’ decisions as to which factors are the most
What did Le Petit Journal illustre report on 16 March 1924 regarding the abolition of important will vary, but students should be able to
the Caliphate, and what significance did it highlight? explain their choices.
On 16March 1924, Le Petit Journal illustre reported on the abolition of the Caliphate, focusing
on the political and historical significance of this event. The article highlighted the end of the
Caliphate system, marking a crucial shift in the political and religious landscape of the Muslim
world, asitsignalled the dissolution of the last remaining Caliphate, which had been a symbol
of Islamic unity and leadership.

65
 ^^gsANSWRRS I The right to vote was severely restricted.
The system of communal electorates was
introduced. Reserved seats in all the provincial
Despite its failure, this Movement inspired the Muslims of
the subcontinent to continue their struggle for their rights
which gave rise to the Pakistan Movement in later years.
REMEMBERING AND UNDERSTANDING legislatures for religious groups, i.e. Muslims,
1 Amritsar Massacre: This was a tragic event that Sikhs and Christians. ROLE OF THE KHILAFAT MOVEMENT IN
HINDU-MUSLIM UNITY
occurred on April 13, 1919, in Amritsar. British After every ten years a commission would update
the reforms. The British’s rejection of the Muslims’ demands resulted
troops under the command of General Dyer opened in the formation of the Khilafat committee which directed
fire on a large crowd of unarmed Indian civilians REACTION OF THE INDIANS Muslims all over India to protest and boycott the British
who had gathered in a public garden to protest government. Under great anger and distress, the Muslims
The reforms came with widespread discontent in the
of the subcontinent rose against British Rule. The Hindus
British colonial policies. The massacre resulted in country. The Indians rejected the reforms as the actual
accompanied them against their common enemy. The
power still rested with the British. They demanded
significant loss of life and injuries, sparking Khilafat Movement helped bring both the nations closer
effective self-governance and described these reforms
widespread outrage becoming a pivotal moment in to each other. They forgot their differences temporarily.
as ‘inadequate, unsatisfactory and disappointing’.
the Indian independence movement. As a result, Congress did not take part in the first
elections held under the Act of 1919. THE NON-COOPERATION MOVEMENT,
Autonomy: Autonomy refers to the right or 1920-1922
condition of self-government or self-rule, in a , THE KHILAFAT MOVEMENT, 1919-24 The Non-cooperation Movement was actually a reaction
political context, it means the ability of a region or i During World War I, Muslims helped the British on towards the oppressive policies of the British government
group to govern itself independently from a the condition that the holy places of Islam would not such as the Rowlatt Act and the incident at Jallianwala Bagh.
central authority, often with its own be attacked and the institution of Caliphate would not This movement of ‘non-violence’ and ‘non-cooperation’
be harmed. The British government had promised that meant that the Indians would give up the titles and
administrative and legislative powers. despite the Ottoman defeat, the Caliph (Khalifa) held in positions given to them by the British government and
Bicameral Legislature: A bicameral legislature is a high esteem by all Muslims worldwide as their leader, boycott British schools, colleges, courts and councils.
legislative body that has two separate chambers or ] would retain his position. Many Congress leaders also
Gandhi collaborated with Muslims in the cause of the
supported the stand of Indian Muslims on the question
house. Each chamber may have different powers of the Caliphate. In this regard, a Khilafat delegation
Khilafat, and launched this political campaign at the
and responsibilities. For example, in India, the same time to strengthen the cause of Indian independence
including Maulana Muhammad Ali Jauhar, Maulana
from Britain. Though intended to be non-violent, the
Parliament bicameral, consisted of the Lok Sabha Shaukat Ali, Maulana Abdul Kalam Azad and Gandhi
movement was eventually called off by Gandhi in
(House of the People) and the Rajya Sabha met the Viceroy in Delhi. The Viceroy expressed his
February 1922 following the Chauri Chaura incident.
inability to do anything himself and suggested sending a
(Council of States). deputation to London to present Muslims’ point of view
Communal Electorates: This refers to a system before the British government.
where electoral representation is divided along The leaders went to England to persuade the British
communal or religious lines. In such a system, government to prevent the removal of the Sultan of Turkey, Abolition of the Caliphate, The Last Caliph, Le Petit
who was also the Caliph of Islam and considered the Journal illustre, 16 March 1924
specific communities or religious groups have
leader of Islamic nations at that time.
designated seats or special representation in However, the British government did not
legislative bodies, often to that their interests are । support this effort, and as a result, the
safeguarded. Allied victors, including Britain, France,
Italy, and the USA, divided the territories
Diarchy: Diarchy is a system of government where ( of Ottoman Turkey among themselves.
two individuals or bodies share power In the
context of British India, the Diarchy system was THE END OF THE KHILAFAT
introduced by the Government of India Act 1919, MOVEMENT
In 1924, the new Turkish leader
where executive powers were divided between Kemal Ataturk abolished the Khilafat
elected Indian ministers and British officials in the i
and exiled the Muslim Caliph.
provinces. > It made no difference what Indian
Hunter Committee: The Hunter Committee, Muslims or British politicians wanted.
The Turks themselves had abolished the
formally known as the Hunter Commission, was i
Caliphate. Consequently, the Khilafat
established in 1920 to investigate the causes and । Movement in the subcontinent also
consequences of the Amritsar Massacre. Its came to an end.
findings were intended to address the grievances . 66 pearson historyBook3

and propose reforms to prevent such incidents in

the future.
Lucknow Pact: The Lucknow Pact was an
agreement reached in 1916 between the Indian
National Congress and the All India Muslim
League, aimed at presenting a united front in the Revolutionary: A revolutionary is someone who advocates for or participates in a radical change or
struggle for self-rule and constitutional reforms in 1
overthrow of an existing political or social system. In the context of India's freedom struggle,
British India. The pact marked a significant revolutionaries were individuals or groups who used direct action, including armed resistance, to
moment of political cooperation between Hindus ।
challenge British rule and fight for independence.
and Muslims. Two-nation Theory: The Two-Nation Theory was the ideological basis for the creation of Pakistan
Non-cooperation: Non-cooperation refers to a It posited that Muslims and Hindus in British India were distinct nations with their own religions
political strategy where individuals or groups cultures, and ways of life, and thus should have separate states. This theory led to the formation of
refuse to cooperate with an authority or system as , Pakistan in 1947 as a separate nation for Muslims.
a form of protest. In the context of Indian history , 2 Hindu-Muslim unity was considered crucial during the rise of Indian nationalism because it was
the Non-Cooperation Movement (1920-1922) led ] seen as essential for creating a united front against British colonial rule and achieving independence.
by Mahatma Gandhi sought to resist British rule Leaders recognized that a collective effort from both communities would strengthen the nationalist
through non-violent means, including boycotting movement and make it more effective in negotiating political reforms and resisting colonial
British goods, institutions, and elections. oppression. Initially, Muhammad Ali Jinnah was a strong proponent of Hindu-Muslim unity. As a key
Rowlatt Act: Passed in 1919 by the British colonial 1
leader of the All India Muslim League and a supporter of the Lucknow Pact (1916), Jinnah worked to
government in India, the Rowlatt Act allowed foster cooperation between Hindus and Muslims, advocating for a united approach to push for
authorities to arrest and detain individuals constitutional reforms and greater self-rule.
suspected of sedition without a trial. It curtailed ' 3 Scope of Reform:
civil liberties and was met with widespread Morley-Minto Reforms: Focused on increasing Indian representation and introducing separate
opposition, leading to protests and contributing to i
electorates for Muslims, but maintained British control over most aspects of governance.
the growth of the Indian independence movement. ।
Montague-Chelmsford Reforms: Introduced a more significant degree of self-governance through

66 PEARSON history Book3

 Indians were strongly against the Rowlatt Act for
several significant reasons, which collectively
THE HIJRAT MOVEMENT contributed to widespread opposition and protest
In addition to the Khilafat and Non-Cooperation across India. Indians opposed the Rowlatt Act
Movements, the Hijrat Movement emerged as a response because it symbolized arbitrary colonial authority,
to British policies that deeply affected the religious
undermined civil liberties, and intensified their
sentiments of Indian Muslims. The term “hijrat” means
migration, and this movement encouraged Muslims to resolve to demand self-governance and freedom
leave British-controlled territories in protest. from British rule. The act's draconian measures and
The Hijrat Movement gained momentum after the failure the events it triggered, such as the JaIlia nwa la
of the Khilafat and Non-Cooperation Movements. Indian Bagh massacre, deeply entrenched its infamy in
Muslims, disheartened by the British government’s
actions, sought refuge in areas beyond British control,
Indian history as a
particularly the North-West Frontier Province (now Khyber catalyst for widespread anti-colonial sentiment and
Pakhtunkhwa, Pakistan) and Afghanistan. They believed mobilization.
that by migrating to these regions, they could escape The Amritsar Massacre is considered the "blackest
THE CHAURI-CHAURA INCIDENT
British rule and live according to Islamic principles.
The Chauri Chaura incident occurred during India’s day" in the history of the British Empire because of
Non-Cooperation Movement in 1922. In Chauri Chaura, However, the Hijrat Movement faced significant
challenges. Many migrants experienced hardship and
its brutal suppression of a peaceful protest, the
a town in Uttar Pradesh, protesters gathered and
demonstrated against the British government’s repressive poverty in the unfamiliar regions they moved to. high number of civilian casualties, the profound
policies. The peaceful protest turned violent when the Furthermore, the movement did not achieve its desired impact it had on Indian nationalism, and the global
police force fired upon the unarmed crowd, resulting in goal of freeing Muslims from British rule. It eventually outrage and condemnation it triggered against
casualties among the protesters. waned as more Indians began to focus on alternative
methods of resistance and political action. British colonial rule. It stands as a stark reminder of
In retaliation to the police action, the infuriated mob
stormed the police station. They set fire to the station,
the injustices and atrocities committed during the
leading to the deaths of around 22 policemen who were THE LONGEVITY OF HINDU-MUSLIM era of British imperialism in India.
inside. This violent escalation and the loss of lives were UNITY The Khilafat Movement was a significant political
deeply disturbing to Mahatma Gandhi, who emphasised Although Muslims and Hindus had united on various campaign in India during the early 20th century,
on non-violent resistance as the cornerstone of the instances against the British, their unity was always
independence movement. primarily aimed at preserving the Ottoman
doomed to failure. The Hindu aim of ‘self-rule’ was not
Consequently, Gandhi, alarmed by the turn of events and really an objective of the Muslims. The Hindus supported Caliphate after World War I. The Khilafat
the departure from non-violent principles, suspended the Muslims in protecting their religious rights only as Movement aimed to protect the Ottoman Caliphate
the Non-Cooperation Movement. He believed that the long as it helped move the subcontinent towards and unite Indian Muslims, but despite its initial
movement had deviated from its intended path of self-rule. Muslims also realised that the two-nation theory
was valid and despite a temporary alliance, a long-term
unity-building efforts, it faced limitations and did
non-violence, urging Indians to reevaluate their methods
of protest and emphasise the importance of peaceful coalition with the Hindus was not possible. not achieve its primary goal. Its consequences
resistance in the struggle for independence. included a brief period of Hindu-Muslim
cooperation, political mobilization among Muslims,
Remembering and understanding and long-term implications for Indian nationalism
5 Why were Indians
Define the terms below. against the Rowlatt Act? and communal relations.
•Amritsar Massacre autonomy 6 Explain why the Amritsar Massacre was known as the Mahatma Gandhi played a pivotal role in the
• bicameral legislature Communal electorates blackest day in the history of British Empire. Non-Cooperation Movement in India, which was
• Diarchy Hunter Committee Describe the aim and consequences of the Khilafat launched in 1920 with the aim of achieving swaraj
• Lucknow Pact Non-cooperation Movement. (self-rule) by non-violent Means Mahatma Gandhi's
• Revolutionary Rowlatt Act
Analysing and applying role in the Non-Cooperation Movement was
• Two-nation theory
2 Why was the Hindu-Muslim unity considered important 8 Analyse the role of Mahatma Gandhi in the Non¬ instrumental in galvanizing mass support and
initially during the rise of Indian nationalism? What role Cooperation Movement, and explain why he called off advocating non-violent resistance against British
the movement after the Chauri Chaura incident.
did Jinnah play in this? rule. His decision to call off the movement after the
9 To what extent did the Khilafat Movement succeed in
3 How were the Montague-Chelmsford Reforms different Chauri Chaura incident reflected his commitment
achieving its objectives, and how did it contribute to
from the Morley-Minto Reforms of 1909 (see Chapter 2)?
Hindu-Muslim unity during the freedom movement? to non-violence and his pragmatic assessment of
Why do you think that the Montague-Chelmsford
the movement's direction and consequences. It
Reforms did not become popular with the Indians?
67 underscored Gandhi's leadership and strategic
acumen in guiding India towards eventual
independence through peaceful means.
The Khilafat Movement, which emerged in India in
the aftermath of World War I, aimed primarily to
protect the Ottoman Caliphate and to foster
Hindu-Muslim unity against British colonial
the diarchy system and expanded the electorate, providing a more substantial shift policies. The Khilafat Movement succeeded in
towards self-rule. mobilizing Indian Muslims on a large scale and
Impact on Indian Politics: contributed significantly to the political awakening
Morley-Minto Reforms: Limited impact on self-governance and led to increased communal tensions. of the community. It played a crucial role in
Montague-Chelmsford Reforms: Marked a step towards greater Indian involvement in governance fostering Hindu-Muslim unity during the freedom
but faced challenges with the diarchy system and still did not meet the full aspirations of Indian movement by aligning their interests against British
leaders. colonial policies. However, its failure to preserve
Electoral Changes: the Ottoman Caliphate underscored the limitations
Morley-Minto Reforms: Introduced separate electorates and limited franchise. of external solidarity movements in achieving
Montague-Chelmsford Reforms: Expanded the electorate and introduced the diarchy system. Overall specific international objectives. In conclusion,
while both sets of reforms were important in the political evolution of British India, the while the Khilafat Movement did not achieve its
Montague-Chelmsford Reforms represented a more significant, though still limited, advancement primary goal of preserving the Caliphate, it had a
towards self-governance compared to the Morley-Minto Reforms. lasting impact on Indian politics and society. It
4 The Montague-Chelmsford Reforms represented a significant step towards self-governance in British strengthened the bond between Hindus and
India, they did not become popular with Indians primarily because they did not meet the Muslims in the fight against colonialism and laid
expectations for substantial self-rule and failed to address underlying issues such as unequal the groundwork for future efforts towards
representation and communal tensions. The reforms were seen as incremental and insufficient, communal harmony and unity in independent India.
fueling discontent and contributing to the momentum towards more radical movements for
independence.

67
 * study
curriculum
HISTORICAL KNOWLEDGE
CONTENT DESCRIPTOR
• The significant beliefs, values and practices of COMMUNAL AND POLITICAL
Communal and political awakening with a particular
emphasis on ONE of The following area: The Simon
AWAKENING
Commission, The Nehru Report, The fourteen points
WHAT HAPPENED NEXT? THE NEHRU REPORT, 1928
of Jinnah, Civil Disobedience Movement, Allahabad The next eight years in the subcontinent were marked by The Nehru Report, formulated
Address various political uprisings and communal tension. It all in 1928 during the All Parties
started when the British formed a commission comprising Conference held in Delhi,
HISTORICAL SKILLS only British members, headed by Sir John Simon, to
investigate the political opinion and reforms in India. Both
represented India’s struggle
for self-governance. At this
the Indian parties considered it offensive and the aftermath conference, Motilal Nehru
CHRONOLOGY, TERMS AND CONCEPTS
led to a chain of events facilitating partition. took the lead in drafting a
• Identify and locate relevant sources, using ICT and proposed constitution for
other methods THE SIMON COMMISSION, 1927 India, which became known
as the Nehru Report. This
The Government of India
ANALYSIS AND USE OF SOURCES Act of 1919 had stated
document outlined several key
principles and demands aimed
• Identify the origin and purpose of primary and that a commission was
at shaping India’s future.
secondary sources to be set up after ten
years to enquire into the
• Locate, select and use information from a range of
workings of the reforms.
The Nehru Report had some
important ideas:
sources as evidence Therefore, in 1927 the
It wanted India to have more control over its own affairs
• Draw conclusions about the usefulness of sources Simon Commission was
sent to the subcontinent It opposed the idea of minorities having
EXPLANATION AND COMMUNICATION to find out the views of separate electorates
the main political parties.
• Use a range of communication forms (oral, graphic, All seven members
It said that because Hindus were the majority, they
should have more say in the government
written) and digital technologies of the Commission It suggested Hindi as the official language of
belonged to the British the country
parliament, no Indians
were included. The It gave Muslims one-fourth representation at the
commission was strongly opposed by the Muslim League central legislature.
and the Indian National Congress, including the prominent One of the central demands of the Nehru Report was
Indian leaders such as Nehru, Gandhi, and Jinnah the immediate grant of dominion status to India. This
Its members were confronted by mobs of protesters. A strike envisioned a united political entity in which both the
began and many people turned out to greet the commission princely states and British India would come together in a
• Communal tension and political upheaval in with black flags on which was written ‘Simon Go Back’. federal structure. Within this federation, all powers would
be vested at the federal level, with the goal of creating a
the Indian Subcontinent, triggered by the
AFTERMATH united and self-governing India.
formation of a British-only commission to The Simon Commission Report was abandoned even before The Report had a very notable stance on communal
investigate Indian political opinions and it was published in 1930. In September 1928, ahead of the representation. It firmly opposed the idea of separate
reforms. commission’s release, Motilal Nehru who was affiliated with electorates for any religious or community groups
Congress, presented his ‘Nehru Report'. This report advocated
• The strong opposition of Indian political that India be given dominion status with complete internal
and rejected the concept of weightage for minorities.
This meant that there would not be reserved seats or
parties, including the Indian National self-government. Jinnah 4^ declared the report as a preferential treatment for any specific community.
Congress and the Muslim League, against the biased document in favour of Hindus and presented his own Instead, the report emphasised the importance of equal
Simon Commission due to its composition ‘Fourteen Points’ in response to the Nehru Report. political representation and citizenship rights for all
solely of British parliamentarians and the Indians. While this point was beneficial for Hindus who
were the majority, it posed a risk for the Muslims to
absence of Indian representation, which accept it as it was.
sparked widespread protests and demands for 68 PEARSON hiStoryBook3
self-governance.
• Salt March (Dandi March) led by Mahatma
Gandhi as a pivotal act of nonviolent protest
against British colonial salt taxes.
• The Nehru Report, Jinnah's 14 Points, and key TERMS
other significant proposals.
Commission— A group of people officially appointed to perform a task or investigate a
matter.
Legislatures—Bodies of government responsible for making laws.
Amalgamated— Combined or united to form a single entity.
Consolidated—Strengthened, unified, or brought together into a coherent whole.
Aftermath— Consequences or results following a significant event, often implying a period
of recovery or adjustment.
Communal— Relating to a community or group sharing common characteristics or interests,
often used to describe shared responsibilities or resources within a community.

68 PEARSON history Book3

 TEACHING AND
RECEPTION WITHIN THE MUSLIM LEAGUE IMPORTANCE OF JINNAH’S
learning strategies
The Muslim League was disappointed by the Nehru Report FOURTEEN POINTS
and proposed some amendments to the Congress. After the The Fourteen Points by Muhammad Ali Jinnah in 1929
amendments were rejected by the Congress, the League
failed to pass the Nehru Report. Jinnah jufas thought the
were crucial because they aimed to ensure Muslim SKILLS ACTIVITY
interests in a predominantly Hindu-majority India. They
report was narrow-minded and could harm Muslims’ outlined the political representation of Muslims and a
political future. One reason it failed was that it did not
ANALYSIS AND USE OF SOURCES
safeguard for their rights within a future constitutional
address the Muslim League’s concerns and consider their framework. The points emphasised on the recognition of Ml: verbal-linguistic, interpersonal
demands for better representation and safeguards for Muslims as a distinct political community.
Muslim interests.
This activity aims to explore some of the reasons for
The Muslim League widely supported these points, the Civil Disobedience Movement, and what were its
seeing them as vital. However, the Congress, while
THE FOURTEEN POINTS OF main objectives?
acknowledging some points, did not fully endorse
JINNAH 1929 them, leading to a divide in their positions. The British ‘Civil Disobedience Movement’ could be introduced to
In response to the Nehru Report, Muhammad Ali Jinnah government did not fully commit to implementing these
the class by the teacher reading it aloud as a speech.
drafted his Fourteen Points. In January 1929, the Muslim demands, causing further dissatisfaction among the
League met in a conference in Delhi, where Jinnah Muslim League and increasing tensions between different 2 Students could then read it closely for themselves
presented these points which became the core demands political factions in India. with help provided to deal with unfamiliar
of the Indian Muslims. Jinnah’s Fourteen Points formed
vocabulary.
the basis of any further discussions with Congress on the CIVIL DISOBEDIENCE MOVEMENT
future of the subcontinent.
r
I 1.
— ———————— — ——————————.
Any future constitution should be federal, with power
The Salt March, also known as the Dandi March, was a
historic event in India’s struggle for independence from
British colonial rule. Initiated by Mahatma Gandhi on
3 To extend this task, students can be asked to
imagine that they were Muslims living in the
I resting with the provinces. Subcontinent. How would they perceive the
I 2. All provinces should have the same amount of autonomy. 12 March, 1930, the March spanned over 240 miles from
Sabarmati Ashram in Ahmedabad to the coastal village Situation outlined in the Civil Disobedience
I 3. All legislatures and local bodies should be constituted with
I adequate representation of minorities. of Dandi on the Arabian Sea. The primary objective of Movement Student answers will vary.
I 4. Muslims should have one-third of the seats in the the Salt March was to protest against the oppressive
British salt tax, which significantly impacted the common
I
I 5.
Central Assembly.
people, especially the poor. Gandhi led a group of
EXTENSION ACTIVITY
Elections should be by separate electorates.
satyagrahis (nonviolent protesters) on this long journey,
' 6. Any territorial changes should not affect the Muslim majority
in Bengal, Punjab and North West Frontier Province (N.W.F.P.). walking for 24 days. Along the way, the March gained JINNAH,THE MUSLIM LEAGUE LEADER ,AND
1 7. Full religious liberty should be guaranteed to all widespread attention and support, inspiring thousands THE GOVERNOR GENERAL PMI
to join the cause of civil disobedience against British
' 8. communities.
One-third representation should be given to Muslims in salt laws. On 6 April, 1930, Gandhi reached Dandi and Ml: verbal-linguistic, logical-mathematical
both central and provincial cabinets. symbolically violated the salt laws by producing salt
9. No bill should be passed in any elected body if three-fourth from the sea. The Salt March became a turning point in Students carefully read the information given in the
of any community in that body opposed it. India's fight for independence, drawing global attention section headed ‘The Fourteen Points of Jinnah’ They
1
10. Sindh should be separated from Bombay into a province. to the nonviolent resistance led by Gandhi and the
Indian National Congress.
should note the important points about Jinnah’s role as
11. Reforms should be introduced in the N.W.F.P. and
Balochistan on the same footings as in the other provinces. a Muslim league leader in the subcontinent and role of
12. Muslims should be given an adequate share in all services, the Governor General chart them on a PMI table.
having due regard to the requirement of efficiency. Student answers will vary.
13. The constitution should embody adequate safeguards for
the protection of Muslim culture, education, language, Wo
religion, and personal laws, as well as for Muslim W
charitable institutions. w?
14. No change will be made in the constitution without the
consent of the provincial units.
u_
——————————————————— ,

As Jinnah’s Fourteen Points were shortly followed by

the rejection of Nehru Report, it was apparent that any
Muslim-Hindu cooperation had now come to an end.
Both groups, however, continued to campaign separately
against the British Crown. SOURCE Sculpture in New Delhi, India, depicting Gandhi leading
3.3 the Salt March

civil disobedience.
iWactmtiesanswers Satyagrahis: Individuals who practice
"satyagraha," a form of nonviolent resistance or
civil disobedience developed by Mahatma
REMEMBERING AND UNDERSTANDING Gandhi, based on the principle of truth and
1 Amendments: Changes or additions made to a nonviolence in the struggle for justice and
legal document, law, or constitution to alter or political change.
improve its provisions. 2 Indians opposed the Simon Commission strongly
Federal: Relating to a system of government in for several key reasons:
which power is divided between a central Lack of Indian Representation: The Simon
authority and constituent political units (such as Commission, established in 1927 to review the
states or provinces), each with its own governing Government of India Act of 1919, consisted
powers. entirely of British members of Parliament with
Political uprisings: Revolts or rebellions by no Indian representatives. This exclusion was
groups of people against established political seen as a disregard for Indian political
authorities or governments, often aimed at aspirations and contributions, leading to
seeking political change or redress of grievances. widespread dissatisfaction.
Salt March: A significant nonviolent protest led Preceding Promises: The 1919 Act had promised
by Mahatma Gandhi in 1930 against British that a commission would be set up to evaluate
colonial salt taxes, involving a 240-mile march the reforms after ten years. The expectation was
to the sea to produce salt illegally as an act of that this commission would include Indian

69
 ^^ANSWERS ALLAHABAD ADDRESS, 1930
The 25th annual meeting of All India Muslim League Remembering
was held at Allahabad in December 1930. Historians and understanding
members, reflecting the growing demand for consider this event as a profound moment for Define the terms below.
Indian Muslims when Allama Muhammad Iqbal
greater Indian participation in governance. delivered his presidential address. In his address, • amendments federal
Perceived Bias: Many Indians felt that the he presented an outlined vision of an ‘Independent State’ • Political uprisings Salt March
commission was biased and unlikely to address for provinces with Muslim majority. • satyagrahis
2 Why did the Indians oppose the Simon
Indian concerns fairly. This perception was fueled Commission so strongly?
by the history of British colonial policies, which Personally, I would go farther than the demands
3 Compare and contrast the Nehru Report of 1928
had often ignored or marginalized Indian embodied in it. I would like to see the Punjab,
and Jinnah's Fourteen Points of 1929 in terms
North-West Frontier Province, Sind and Baluchistan
intrests. of their demands and significance in India's
amalgamated into a single State. Self-government within struggle for independence.
Symbolic Gesture: The arrival of the Simon the British Empire, or without the British Empire, the
Commission was seen as an insult and a symbol formation of a consolidated North-West Indian Muslim Analysing and applying
of British disdain for Indian political maturity State appears to me to be the final destiny of the 4 Evaluate the impact of the Salt March on the
and demands for self-governance. The Muslims, at least of North-West India.... Indian freedom movement and its role in
mobilising the masses against British colonial
commission's visit was met with protests, and SOURCE Excerpt from Sir Muhammad Iqbal's presidential rule.
"Simon Go Back" slogans were widely used to 3.4 address in 1930, at Allahabad: Speeches, Writings, 5 Do you think that Gandhi's approach of peaceful
and Statements of Iqbal, compiled and edited by Latif
express discontent. Ahmed Sherwani. or nonviolent protests was the right call against
These factors combined to create a strong and The most impactful outcome of Allama Iqbal’s Allahabad the British? How can the idea of peaceful protests
be replicated in today's world?
unified opposition to the Simon address was that it cleared a political confusion from all
minds and provided a solution to the identity crisis of the 6 Read Section 'The fourteen points of Jinnah,
Commission, reflecting broader frustrations with
Indian Muslims who were uncertain about how to defend 1929'.
British colonial rule and the demand for greater their religion and culture. a. Do you think that the fourteen points
self-representation and political rights. covered all the basic demands of the
3 The Nehru Report of 1928 and Jinnah's Fourteen Muslims of India?
Points of 1929 were two significant documents b. Which points in your opinion were not
in India's struggle for independence, reflecting supported by the Congress? Explain why
might Congress not have supported them.
differing visions and demands for the future
Read Source 3.4.Trace the outline of the map in
political structure of India. Here's a comparison Source 1.1 and shade the regions mentioned in
and contrast of these two key documents: the Allahabad Address. Compare the shaded area
Comparison and Contrast: with today's map of Pakistan and note down the
Focus and Perspective: The Nehru Report similarities and differences.

primarily reflected the interests of the Indian

National Congress and was viewed as focusing
more on the aspirations of the Hindu-majority SOURCE Allama Iqbal arriving for the 1930 session at Allahabad
community. In contrast, Jinnah's Fourteen Points 3.5
were designed to address concerns and protect
the interests of Muslims, highlighting fears of
marginalization under a majority rule.
Political Goals: While the Nehru Report sought
Dominion status within the British framework
with considerable self-governance, Jinnah's
Fourteen Points sought to ensure safeguards for
minority communities and the preservation of
separate electorates, which were seen as
70 PEARSON hiStoryBook3
essential for Muslim political rights.
Impact on Independence Movement: The Nehru
Report was instrumental in setting the
Congress's agenda for self-rule, while Jinnah's
Fourteen Points were crucial in shaping Muslim
political demands and eventually contributing to Gandhi s approach of peaceful or nonviolent
the creation of Pakistan. protests was highly effective against British
In summary, the Nehru Report and Jinnah's colonial rule and remains a powerful method for
Fourteen Points represent differing visions social and political change, his approach was
and demands concerning India's political future, considered the right call and it can be replicated
with the former advocating for greater in today's world.
Self-governance within the British Empire and Gandhi's nonviolent approach was effective in
the latter focusing on safeguarding challenging British rule by winning moral
minority rights and addressing concerns of the support and minimizing violence. The principles
Muslim community. of peaceful protest can be replicated today by
4 The Salt March was a landmark event in the having clear goals, strategic planning, inclusivity,
Indian freedom movement that significant effective media use, maintaining nonviolent
contributed to the struggle against British discipline, building alliances, and seeking global
colonial rule. It started nonviolent protest, support. These strategies can help in addressing
mobilized millions of Indians, and enhanced contemporary social and political issues through
global awareness of the Indian independence peaceful means.
cause. By highlighting the injustices of British Students' answers will vary
rule and mobilizing the masses, the Salt March Students' answers will vary
played a crucial role in galvanizing the Indian
population and advancing the cause of
independence.

70 PEARSON history Book3

 CURRICULUM STUDY
HISTORICAL KNOWLEDGE AND
UNDERSTANDING
CONTENT DESCRIPTORS
• Key features of Round Table Conferences, The
Communal Award, The Government of India Act,
The ambassador of Hindu-Muslim Unity, Muhammad Therefore, three rounds of consultation and discussion
Ali Jinnah -iuus, was thoroughly disappointed by the were held in London from 1930 to 32, commonly known The Day of Deliverance
anti-Muslim attitude of the Indian National Congress as the Round Table Conferences in Indian history.
in the Nehru Report. He considered it as parting of the
ways with Congress, and with a broken heart, decided
The first session (November 12, 1930-Januaiy 19, 1931) HISTORICAL SKILLS
had 73 representatives, from all Indian states and all
to leave India for good. After attending the First Round parties except the Indian National Congress, which CHRONOLOGY, TERMS AND CONCEPTS
Table Conference in 1931, he decided to settle down was waging a civil disobedience campaign against the
permanently in London. government. The Conference successfully agreed that
• Sequence historical events and periods
It was because of his correspondence with Allama Iqbal and India must be given a dominion status and participation • Use historical terms and concepts
his meeting with Liaquat Ali Khan in London that made of Indians in the government of British India
him revise his decision. Jinnah came back to India in was necessary. HISTORICAL QUESTIONS AND RESEARCH
1934 but this time he was a totally different person. The second session (September-December 1931) was • Identify a range of questions about the past to
With no more interest in Hindu-Muslim unity, his only attended by Gandhi as the Congress representative inform a historical inquiry
aim was then to work for the betterment of the Muslims of whereas Jinnah, Allama Iqbal and Agha Khan represented
South Asia. He was clear in his mind that the only solution the Muslim League. The issue was the suitability of
to the problem of Indian Muslims was a separate homeland separate electorates, but due to Gandhi’s stubborn
for them. However, he knew that this idea should not be attitude, it failed to reach an agreement.
made public before doing the necessary work.
The third session (November 17-December 24, 1932)
was shorter and less important because Jinnah and Gandhi
teaching and
ROUNDTABLE CONFERENCES, 1930-32 did not attend and representatives of the British Labour learning strategies
From the 1930s onwards, Congress and Muslim Party were not there either. The conference ended without a
League, the leading parties of the subcontinent, definite result. As a consequence, the British introduced the
continuously rejected the British proposals for a Government of India Act in 1935, which they hoped would
constitutional settlement. This situation aggravated
the British government. They decided to call all the
be accepted as a constitutional framework. EXTENSION ACTIVITY
representatives of the parties and princely states to SOURCE The Second Round Table Conference
London for consultations for a constitutional proposal. 4.1 (September 7, 1931) at the St. James Palace FLOW CHART
in London, England
Ml: verbal -linguistic, visual-spatial
LU Direct students to undertake research in the library and
on the intrest to create a flow chart on one of the
O CD following topics:
• Muhammad Ali Jinnah
• Nehru
• Gandhi
Students should include at least ten events in their
flow charts. A bibliography should be included on the
back.

key CONcppyc
*

• Muhammad Ali Jinnah, disillusioned by the Nehru

Report, left India initially but returned in 1934 with
a renewed focus on securing a separate homeland
for Muslims driven by a desire to address their
key terms
specific needs rather than pursuing Hindu-Muslim
unity.
Aggravated— Made a situation worse or more severe; in legal terms, it refers to a crime • A series of negotiations between the British
that is more serious due to certain factors or circumstances. government, Indian political leaders, and
representatives from various communities to discuss
Dominion— Sovereign authority or control; a territory or country that is governed or
constitutional reforms and the future governance of
ruled by a specific power, often within a larger political framework, like the British
India, aiming to address the political demands and
Empire's dominions.
grievances of different groups.
Legislative—Relating to the process of making or enacting laws; typically refers to
bodies or functions that are responsible for creating and passing legislation.
Predominantly—Mainly or primarily; something that is the most significant or most
common among other things.
Articulate—Able to express ideas clearly and effectively in speech or writing; also refers
to the ability to convey thoughts in a coherent manner.

71
• teaching and
learning strategies 3. MUMBERSTONE ROAD.
CAMBRIDGE.
Ml: verbal-linguistic 28th January. 1933.

Students read ‘Now or Never’ carefully and then

complete the following tasks. Dear Sir.
1 List at least five ways in which the British I am enclosing herewith an appeal on behalf of the thirty million
Universities were similar to universities today. Muslims of PAKSTAN. who live in the five Northern Units of India —
Punjab. N.W F.P. (Afghan Province). Kashmir. Sindh and Baluchistan,
Lectures, exams, degrees, titles awarded, such as Master embodying their inexorable demand for the recognition of their separate
national status, as distinct from the rest of India, by the grant of a separate
or Doctor, students, academics (lecturers), Poverty of Federal Constitution on social, religious, political and historical grounds.
students, poor behaviour of students
THE COMMUNAL AWARD, 1 932 May I venture to request you to acquaint me please with your
2 What does this suggest to you? The first and second Round Table Conferences failed valuable opinion as to the proposed solution of this great Indian problem ns
explained herein.
This suggests that human behaviour has not changed to resolve the issue of separate electorates since
very much over the centuries. It also shows us that our the Congress refused them for depressed classes
I do hope and trust that, vitally interested as you arc tn the
(Untouchables). Finding no other way, the British
university education system had its origins in British government announced their own formula of the
permanent solution of this problem, the objects outlined in the appeal will
meet with your fullest approval and active support
times. Communal Award. According to this, separate electorates
were now available to the Muslims, Sikhs, Indian
Christians, Anglo-Indians, Europeans and depressed
classes. The principle of weightage was also applied. Yours truly.
However, the Award was not popular with the Hindus
ANSWERS to SOiiPrSl
ce
who did not accept the Untouchables as a separate
RAHMATAL1,

QUESTIONS minority. The Muslims were not happy because it reduced

their majority in Punjab and Bengal. However, they
The full pamphlet was published in 1933, after its
(Choudhary).

accepted it in the best interest of the country. Later, the SOURCE

Communal Award led to the making of the Government 4.3 circulation during the Third Round Table Conference.
Pakistan Movement Historical Documents, Department
Direct students to look at Source 4.2 on page 72 in order to of India Act of 1935 by the British as the Indians, once of International Relations, University of Karachi, Pakistan
more, had failed to come to an agreement.
answer the following question:
What was the significance of Muhammad Ali Jinnah and !
NOW OR NEVER THE GOVERNMENT OF INDIA ACT,
Allama Iqbal being seated together At the Round Table . The 'Pakistan Declaration' (titled Now or Never; Are We 1935
Conference? . to Live or Perish Forever?) was a pamphlet written and In March 1933, the British government unveiled its
The significance of Jinnah and Iqbal sitting together at the । published by four students studying at the Cambridge proposals for governing India. Two years later, the
। University in Britain, led by Chaudhry Rehmat Ali, on Government of India Act was passed which was a
Round Table Conference lay in their prominent roles in
। 28 January 1933, in which the word PAKSTAN was used legislative proposal with two aims. Firstly, India was to
representing Muslim interests and discussing constitutional । for the ftrst time. The pamphlet was circulated to the become a federation consisting of a central government
reforms for India. Their presence underscored the unity and I delegates of the Third Round Table Conference. It said: and separate provincial assemblies. Secondly, provincial
collaboration between key Muslim leaders in advocating for autonomy was to be granted and more Indians were to be
given the right to vote. However, during emergencies and
their demands and shaping the future political landscape of . "At this solemn hour in the history of India, breakdown of law and order, British governors could
the country. I when British and Indian statesmen are laying the take over.
I foundations of a Federal Constitution for that land,
However, both the Indian National Congress and the Muslim
we address this appeal to you, in the name of our League rejected this Act. The Muslim League rejected it
common heritage, on behalf of our thirty million due to concerns about insufficient autonomy for Muslims
Muslim brethren who live in PAKSTAN— by which in provincial matters, while Congress criticised it for
. we mean the five Northern units of India, Viz: being another British plot to divide and rule.
I Punjab, North-West Frontier Province (Afghan
I Province), Kashmir, Sindh and Baluchistan.”

_ __________________ _
I
I It was, therefore, Chaudhry Rehmat Ali who had the
l honour of devising the name of the future Muslim nation.
L

72 PEARSON hiStoryBook3

72 PEARSON history Book3

 TEACHING and
I learning strategies

Ml: visual-spatial, verbal-linguistic,

Logical-mathematical, Interpersonal
This task extends the information about the Day of
Deliverance, 1939 in the subcontinent and allows
students to follow some of their own interests.
The starting point for the task is the information given
in the chapter on ideas brought back from the Day of
Deliverance.
Either individually or in pairs, students choose a topic
from the ideas mentioned in the chapter and use the
internet to research it further. Topics could be
broadened, according to student interests, to include
Election, 1937, and Pirpur Report.
Students report on:
• what their chosen idea is
• what was done/known about it in the Subcontinent
• where the idea originated (if known).
ELECTIONS, 1937 PIRPUR REPORT
The findings could be made the subject of a brief
Despite rejecting the Government of India Act of 1935, The Congress ministries’ policies predominantly favoured
both parties agreed to participate in the provincial Hindu interests, with the declaration of Hindi as the national report to the class
assembly elections of 1937. In these elections, Congress language and the introduction of educational reforms that
emerged as the dominant force, winning 706 out of 1585 marginalised Muslim cultural and religious practices.
seats, while the Muslim League secured only 109 out In response to these developments, an eight-member
of the 482 seats reserved for Muslims. Consequently, in committee led by Raja Muhammad Mehdi of Pirpur was
July 1937, Congress ministries were formed in various formed. In 1938, this committee presented its report
provinces, including those with Muslim majority. highlighting the various measures that were deemed unfair
During its rule, Congress imposed Hindu culture and to the Muslim community and its culture under Congress
religion, making it very difficult for the minorities rule. Around the same time, another report titled ‘Muslims
(including Muslims) to practise their own. Direct students to look at Source 4.4 on page 73 in order to
Suffering Under Congress Rule] authored by Mir Fazl ul Haq,
Additionally, during this period, the Wardha Scheme, was also presented. These reports were important in answer the following question:
which emphasised basic education, was initiated and awakening Muslims to unite under the banner of the What were the key points addressed by Muhammad Ali Jinnah
contributed to educational reforms in India. This period Muslim League and advocate for their rights and interests.
also saw the emergence of the concept of provincial during the 26th session of the All India Muslim league in
autonomy as Congress formed governments in seven out
THE DAY OF DELIVERANCE, 1939 Patna in December 1938?
of eleven provinces, reshaping the political landscape and During the 26th session of the All India Muslim League held at
setting the stage for further developments in India’s quest In 1939, when the Second World War started, Congress
for independence. refused to cooperate with Britain against Germany and the Patna in 1 938, Jinnah emphasized the need forsafeguarding
Congress ministers resigned. Thus, the difficult time for the Muslim interests and rights within the Indian political
Muslims came to an end. Jinnah announced that day,
framework. He articulated the demand for constitutional
i.e. 22 December 1939 as the ‘Day of Deliverance'.
Indian Muslims supported Jinnah’s call to celebrate the end reforms that would ensure adequate representation and
of Congress rule. protection for Muslims.Jinnah's address marked a significant
moment in the evolution of the Muslim League's stance on the
political future of India and the rights of the Muslim
community.
73

^ACTIVITIESANSWERS
REMEMBERING AND UNDERSTANDING
1 • Communal Award: Announced by British Prime Minister Ramsay MacDonald in 1932, the Communal
Award was a decree that granted separate electorates to various religious and social communities in
India, including Muslims, Sikhs, and untouchables (Depressed Classes). It aimed to address the
concerns of minority groups but was controversial as it was seen to further entrench communal
divisions.
• Round Table Conferences: A series of meetings held between 1930 and 1932 in London, where British
officials and Indian leaders discussed constitutional reforms and the future governance of India. The
conferences aimed to address political demands and grievances of different Indian communities and
explore ways to increase Indian self-government.
• Untouchables: A term historically used to refer to individuals belonging to the lowest social strata in
the traditional Hindu caste system, who were marginalized and subjected to severe social
discrimination. The term is now considered derogatory, and efforts have been made to improve their
social status and rights.
• Wardha Scheme: Introduced in 1937 by the Indian National Congress under Mahatma Gandhi's
leadership, the Wardha Scheme aimed to reform and improve the education system in India. It
emphasized the promotion of basic education in vernacular languages, focusing on rural and practical
education to uplift the masses.

73
 REORGANISATION OF
MUSLIM LEAGUE 1937-1939 Remembering and
understanding
The elections of 1937 highlighted the League’s weaknesses
1 Define the terms below.
2 Jinnah's shift from advocating Hindu-Muslim in terms of representation and influence, especially
compared to the Indian National Congress. • Communal Award
unity to supporting partition was driven by his Jinnah recognising the need to strengthen the party, • RoundTable Conferences
disillusionment with Congress's approach, rising began to restructure its strategies and priorities so its • Untouchables
communal tensions, failure of negotiations, and could articulate the concerns of Muslims effectively. • Wardha Scheme
a growing belief that Muslims required a He reduced the membership fee by eight times so 2 What made Jinnah shift his stance from
that more people from different socio-economic Hindu-Muslim unity to partition?
separate state to protect their identity and
background could join the party. 3 What were the outcomes of the RoundTable
interests.
Parliamentary Boards were set up (Central and Conferences of 1930-32 in reaching a consensus
3 The Round Table Conferences of 1930-32 made on constitutional reforms for India?
Provincial) for better administration.
notable contributions to the discourse on 4 Why were the Muslims and the Hindus against
He formed and outlined a constitution for clarity
constitutional reforms for India by recognizing of the goal of the party.
the Communal Award?
diverse community interests and proposing Analysing and applying
He introduced Muslim League National Guards to
changes to the governance structure. However, help maintain discipline during sessions. 5 Read Source 4.3. Why do you think that Rehmat
they did not achieve a full consensus on many Ali titled the pamphlet 'Now or Never: Are we to
A donation was set up to improve the financial
issues due to disagreements among Indian live or Perish forever'?
position of the party.
political groups and the British government. The 6 Why do you think Gandhi did not show interest
The Muslim League had been an elite Indian Muslim
in the RoundTable Conferences?
outcomes of the conferences were reflected in organisation until 1937. Following the leadership of
Jinnah, the party gained popularity among the Muslim "7 Read Section 'The Government of India Act, 1935'.
the Government of India Act 1935, which
masses in the 1940s. It attracted almost two million a. What did the Act propose?
introduced significant but partial reforms members under Jinnah’s direction. Initially, Jinnah
towards Indian self-governance. b. Do you think that the Congress and Muslim
worked closely with local politicians from Uttar Pradesh,
League should have accepted the proposals?
4 The Communal Award faced opposition from where the League’s first base was located. From 1937
onwards, the Muslim League and Jinnah drew large c. This Act, while rejected by the League, still
both Muslims and Hindus due to concerns about served as the basic legal document for
audiences throughout India for their processions
the impact of separate electorates on political and strikes. the state of Pakistan until 1956. Research
unity and representation. Muslims were worried the latest constitution of the country and
The years of Congress rule proved to be a difficult compare how the Act differs from the
that it would weaken their political influence struggle for the Muslims of India and their only hope was constitution.
and divide their own community's unity. Hindus to rely on the Muslim League for their political rebirth.
8 How did Congress and Muslim League
Therefore, League members had completely shifted their
opposed the Award because it further entrenched respond to the Elections of 1937? How did each
goal towards establishing a new state for the Muslims of
communal divisions and was seen as a barrier to India. After the Day of Deliverance, this goal of building party spend the years 1937 - 1939 during the
achieving a more unified political framework in Pakistan became inevitable. Congress rule?

India. Both communities were concerned that 9 Explain why the Muslim League needed to be
reorganised.
the Award would perpetuate and exacerbate
communal tensions rather than resolve them.
ANALYSING AND APPLYING
5 Chaudhry Rehmat Ali titled the pamphlet "Now
or Never: Are We to Live or Perish Forever?" to
underscore the urgency of establishing a
separate Muslim state. The title reflects the
critical nature of the time, the need for
immediate action, and the belief that without SOURCEJinnah (front, left) with the Working Committee of the
such a state, Muslims might face dire 4.5 Muslim League after a meeting in Lucknow, October
1937. Held at the British Library
consequences for their identity and future.
6 Mahatma Gandhi's lack of interest in the Round 74 PEARSON hiStoryBook3
Table Conferences was due to his exclusion from
the first conference, skepticism about the
effectiveness of the reforms discussed, a
preference for nonviolent struggle and grassroots
movements, distrust of British intentions, >■©
I
differences in political strategy with the control, while the Muslim League felt it did not provide sufficient autonomy and protection for
Congress, and focus on other significant Muslims. Accepting the proposals might have compromised their core goals and demands.
struggles. Gandhi believed that meaningful c Answer will vary.
progress towards Indian self-rule required direct 8 In the 1937 elections, Congress formed provincial governments and focused on social reform and
action and a more comprehensive approach than economic development but faced challenges such as political opposition and communal tensions. The
what the conferences offered. Muslim League, performing poorly in the elections, criticized Congress and intensified demands for a
7 a Both parties had significant reasons for their separate Muslim state, leading to increased calls for partition. During 1937-1939, Congress continued
rejection. The Congress aimed for complete implementing reforms and addressing communal issues, while the Muslim League worked on mobilizing
independence and perceived the Act as a support for Pakistan and criticizing Congress policies.
means to perpetuate British control. The 9 The Muslim League needed to be reorganized to strengthen its political influence, address the growing
Muslim League was focused on securing concerns of Muslims in India, and effectively advocate for a separate Muslim state, especially after its
adequate autonomy and representation for poor performance in the 1937 elections.
Muslims, which they felt the Act did not
sufficiently address. Given these concerns,
their rejection of the Act can be seen as a
response to their broader political goals and
aspirations.
b The Congress and Muslim League had valid
reasons for rejecting the proposals. The
Congress sought complete independence and
viewed the Act as perpetuating British

74 PEARSON history Book3

 CURRICULUM STUDY
HISTORICAL KNOWLEDGE
CONTENT DESCRIPTORS
• Key features of the prominent political figures such
as Muhammad Ali Jinnah, The Ali Brothers,
ilk
Bi Amma, Allama Iqbal, Chaudhry Rehmat Ali
MUHAMMAD ALI JINNAHS After joining the Muslim League in 1913, Muhammad
Ali Jinnah embarked on a new phase of his political HISTORICAL SKILLS
Muhammad Ali Jinnah, widely recognised as the founding journey. He dedicated his efforts toward advocating for
father of Pakistan, was a prominent political figure in the rights and representation of Muslims in India. Jinnah CHRONOLOGY, TERMS AND CONCEPTS
the Indian subcontinent. He was a lawyer by profession
and became a leading voice in the struggle for Indian
used his legal and political skills to negotiate and voice
the concerns of the Muslim community within the Indian
• Sequence historical events and periods
independence. Jinnah’s political journey reflected a political landscape. His role within the League continued • Use historical terms and concepts
transition from early efforts towards Hindu-Muslim unity to evolve, setting the stage for his later leadership and
within the Indian National Congress, to later advocating significant contributions to the creation of Pakistan. HISTORICAL QUESTIONS AND RESEARCH
for the distinct political rights of Muslims as a leader in
the All India Muslim League. His evolution as a statesman "Waqf" properties refer to assets or properties that have been
• Identify a range of questions about the past to
significantly shaped the course of South Asian history. dedicated or endowed to charitable causes or religious purposes
inform a historical inquiry
under Islamic law. These assets can include land, buildings, funds,
Until 1910, Muhammad Ali Jinnah, actively participated or any form of wealth. The endowment is established to support
in the Congress politics and worked tirelessly to bring
Muslims and Hindus together on a common national
platform. For a long time he advocated for Muslim-Hindu
religious institutions, charitable organisations, educational
facilities, masjids, or other social welfare causes. I Teachingan^^^^^^^
unity. In 1910, he began his parliamentary career and was
elected as a member of the Imperial Legislative Council
from Bombay. Most importantly, he won this seat,
THE ALI BROTHERS
The Ali Brothers, Maulana
strategies j
which had been designated for Muslims even before Muhammad Ali Jauhar and
he had joined the Muslim League. Maulana Shaukat Ali were EXTENSION ACTIVITY
In 1911, Muhammad Ali Jinnah introduced the Waqf associated with the Khilafat
Validating Bill, a legislative proposal aimed at securing Movement. Both were deeply FLOW CHART
the recognition and protection of "waqf" properties, interested in Islam. Ml:verbal-linguistic-spatial
which held religious and charitable significance for the They were known as
Muslim community. This bill, accepted by the British freedom fighters. Direct students to undertake research in the library and
government in 1914, marked a crucial step in addressing In 1911, Muhammad Ali on the internet to create a flow chart on one of the
the grievances of Muslims who had lost control of these Jauhar moved to Calcutta
properties due to lack of recognition.
following :
where he started an English
newspaper called ‘The SOURCE Maulana Muhammad LU • Muhammad Ali Jinnah
Comrade’ with his brother. 5.2 Ali Jauhar, portrait by
Auguste Leon, 1920 • Maulana Muhammad Ali Jauhar
Later in Delhi, they started
an Urdu paper called ‘The Hamdard'. These two weekly
o
o
m
• Shaukat Ali
newspapers played a key role in shaping the political policy in z>
of Indian Muslims back then. The Ali Brothers served a
prison sentence for inciting Indian Muslims against the in
in
British to protest against the abolition of Khilafat in Turkey.
key concept^
Mi । After the Khilafat Movement, the Ali Brothers also helped or
Jinnah in his efforts for the All India Muslim League.
Despite poor health, Muhammad Ali Jauhar attended the
s
LU
*
First Round Table Conference in 1930 as president of
the Khilafat Committee and spoke strongly in favour of
UI • The significance of the prominent political figures in
the Indian Subcontinent.
Indian Muslims. He died in January 1931 soon after the
Conference. His brother, Shaukat Ali continued his struggle o
Quaid e Azam Muhammad Ali Jinnah
SOURCE
for Indian Muslims and became a member of the All India
5.1
Muslim League in 1936. He died in November 1938.
75

key terms

Imperial— Relating to an empire or emperor; having to do with a sovereign state or

supreme authority, often used to describe British rule over its colonies.
Waqf Validating Bill—A legislative measure intended to validate and regulate the
management and administration of Waqf properties (Islamic charitable endowments) to
ensure they are used according to the donor's intentions.
Endowment— A financial donation or gift, typically given to an institution or
organization to provide a permanent source of income. It can also refer to property or
funds dedicated to a specific purpose, such as charity or education.
Charitable— Relating to the giving of help or support to those in need, often through
organizations or activities designed to benefit others, especially in terms of financial aid
or services.
Comrade—A term used to denote a companion or colleague, particularly in a political or
social context. It is often associated with solidarity among members of a political party
or movement, especially in socialist or communist circles.
Commemorative— Relating to the act of honouring or remembering a person, event, or
achievement, often through ceremonies, monuments, or special observances. It signifies
the intention to recognize and celebrate significant milestones or individuals.

75
 • teaching and
learning strategies Bl AMMA
Ali Brothers were too
young when their
SKILLS ACTIVITY father, Abdul Ali Khan,
passed away. Their
ANALYSIS AND USE OF SOURCES mother, popularly
Ml: verbal-linguistic known as ‘Bi Amma'
brought them up. She
Students examine Source 5.3 and answer the following was a strong lady who
questions. had a great influence
on their lives. She 1
SOURCE Abadi Bano Begum or
Who was Abadi Bano Begum, also known as Bi was adamant that her 5.3 Bi Amma (1850-1924). (centre, bottom row)
Pakistan Postal Services SOURCEAllama Muhammad Iqbal
Amma? sons were properly issued a commemorative 5.4 with his students and colleagues at Government
Abadi Bano Begum, commonly known as Bi Amma, was a educated. She felt stamp for her in its College, Lahore in 1910
that they must learn 'Pioneers of Freedom'
prominent figure in Indian history, born in 1850 and passing English in order to series His notable works include “Bang-e-Dara,”
away in 1924. She was notable for her contributions to understand the British “ Asrar-e-Khudi," and “Payam-e-Mashriq," among others,
social and political causes, particularly in the context of mindset and recognise their weaknesses. This culminated which not only showcased his literary genius but also
in Muhammad Ali Jauhar receiving a degree in Law and encapsulated his vision for a separate Muslim state where
Indian freedom movements. History from Oxford, England after graduating from the Muslims could live in accordance with their distinct
What recognition did Abadi Bano Begum receive from local Aligarh Muslim University. cultural and religious ethos. Iqbal’s tireless struggle for
Muslim nationalism aimed at awakening the Muslims’
Pakistan Postal Services? Bi Amma herself took part in the freedom struggle of the consciousness and advocating for their rights within the
Pakistan Postal Services issued a commemorative stamp for subcontinent. She played an important part in fundraising broader framework of India’s diverse society. His work,
for the Khilafat Movement and the Indian Independence particularly his poems in Persian and Urdu, has left an
Abadi Bano Begum in its 'Pioneers of Freedom' series, Movement. When both her sons were put in jail, she enduring legacy and remains a source of inspiration for
honoring her contributions and legacy in the context of the addressed a large gathering on their behalf and gave a many today.
freedom movement. motivational speech. It was, in fact, the first time that a
Muslim woman was recorded to have addressed a political
In which series was the commemorative stamp of Bi gathering wearing a veil (burqa). This bold woman toured CHAUDHRY REHMATALI
Amma issued? the country and addressed large gatherings of people. Chaudhry Rehmat Ali, a notable figure in the quest for
Pakistan’s creation, was bom in 1897 in British India and
The commemorative stamp of Bi Amma was issued in the became a fervent advocate for a separate homeland for
'Pioneers of Freedom' series by Pakistan Postal Services. ALLAMA IQBAL
Muslims in the Indian subcontinent.
Sir Allama Muhammad Iqbal, hailed as the “Spiritual
Father of Pakistan," was a distinguished poet,
philosopher, and a visionary thinker of the 20th century.
Bom in Sialkot, British India (now in Pakistan) in 1877,
Iqbal is celebrated for his profound poetry, which not
only mesmerised readers with its lyrical beauty but also
ignited the flames of nationalism and inspired socio¬
political awakening among the Muslims of the India.
His poetic verses, deeply rooted in Islamic thought
and philosophy, called upon the Muslims to rekindle
their spiritual identity and revive their glorious past to
confront the challenges of the modem world. Iqbal’s
philosophy centred on the idea of "Khudi" (selfhood)
and emphasised self-discovery, self-respect, and Educated at Cambridge University in the 20th century,
empowerment as the means for individual and Rehmat Ali is best known for coining the term “Pakistan"
collective resurgence. in 1933. His most renowned work, the “Nou> or Never"
pamphlet published in 1933, boldly outlined his proposal
for a separate Muslim nation named Pakistan.
This publication was helpful in propagating the idea of
a distinct Muslim state in the subcontinent and gained
significant attention within political circles.

76 PEARSON hlStoryBook3

76 PEARSON history Book3

 INQUIRY
WW TASK " TASKc i
SUGGESTED STRATEGIES
•Implement all the inquiry tasks as projects at
#1 Jinnah’s political
evolution and the quest for
Muslim representation
#3 This is your life!
the end of the study of Political Awareness in
Subcontinent or as projects at the end of a
particular unit,
Select one of the influential people mentioned
in this chapter, or choose someone else, with
-After Unit 2: assign Task # 1 ’Jinnah’s
How did Jinnah's journey within the Indian Political evolution and the quest for Muslim
National Congress and subsequent transition to the help of your teacher. Compile a personalised
the Muslim League reflect the evolving socio¬ memoir with information about: representation
political landscape of India in the early 20th • their family and early life - After Unit 2: assign Task # 2 ’Khilafat
century? What were the important factors that • their education Movement, Non-Cooperation, and unity amid
compelled Jinnah to champion the cause of
distinct political representation for Muslims,
• people and ideas that influenced them struggle
ultimately leading to his departure from the • their major works
Congress? Additionally, how did the Lucknow Pact • their basic ideas and beliefs - After Unit 5: assign Task # 3 ’This is your
serve as a landmark agreement in Indian history? • the impact of their ideas on the world and life!
Pakistan.
-After Unit 3: assign Task # 4 ’Civil
Illustrate your memoir with a variety of clear and
relevant digital images, primary and secondary Disobedience Movement and the Allahabad
quotes, and a detailed timeline. • Take into account the degree of difficulty,
complexity and time required before assigning
inquiry tasks to students. Additional support
may be needed for some tasks. Further
information is provided in relation to each

#2
*
Khilafat Movement, Non-
Cooperation, and unity
amid struggle
individual inquiry task.
• Provide rubric evaluation criteria to students at
the start of the research process.

What role did the Khilafat Movement play

in fostering solidarity between Hindus and
Muslims against British rule, and how did the
#4 “
Civil Disobedience
Movement and the
Allahabad Address
British dismissal of Muslim demands regarding
the Caliphate sow the seeds for joint protest
and resistance? Additionally, how did the Non¬
What role did Gandhi's Salt March play in
mobilising masses against British salt laws,
’ TEACHER NOTES
Cooperation Movement, intertwined with the sparking a nationwide movement of civil
Khilafat cause and initiated by Gandhi, reflect a disobedience? How did the Salt March and
united front against oppressive British policies, subsequent protests galvanise the Indian Jinnah’s political evolution and
despite its eventual discontinuation due to the populace and draw global attention to the Indian the quest for Muslim
Chauri Chaura incident? In what ways did these National Congress's nonviolent resistance
movements inspire a collective pursuit for Indian led by Gandhi? Additionally, how did Allama representation
independence, transcending religious and cultural Muhammad Iqbal's Allahabad address in 1930,
differences for a shared national goal? outlining a vision for an independent Muslim Developing a film project
state, address the identity crisis among Indian • This is a complex task, well suited to students
Muslims, particularly those in North-West India, who enjoy creative writing. There is also a
and how did it shape subsequent political
discourse and aspirations within the Muslim drawing component.
community? • It could be tackled as a small group project.
• Students would need to be very familiar with
77 Unit 2 'The Hindu Muslim Unity’ to undertake
the task, but need to do little further research.
Given the many steps in this project, students
may need help to remain on track.

Khilafat Movement, Non¬ Civil Disobedience Movement

This is your life! and the Allahabad Address
Cooperation, and unity amid
struggle • The task is straightforward, requiring only • The task is straightforward, involving research,
a little research to add depth to the analysis and creativity in presentation.
• A straightforward task involving some chapter information, and with some • Presentation is in poster form or in virtual
analysis and persuasive writing. writing and illustrating. display form.
• This task involves a small amount of research • It provides good scope for visual-spatial • Some helpful information as a starting point
as well as a thorough reading of the Unit 2 learners. can be found in Unit 3 in the section ’Civil
section headed ’The Khilafat Movement,
1919-24’.
• Students should closely read the sections Disobedience Movement’
in Unit 5 under the headings Muhammad • The task could be completed individually or in
• The task would be suitable for individual or Ali Jinnah, The Ali Brothers, Bi Amma, pairs.
group work. Allama Iqbal, Chaudhry Rehmat Ali • Evaluation could in part be based on
• The activity lends itself well to group or peer-review after students present their poster
individual work. or virtual display to the class.
• Evaluation could in part be based on
peer-review after students present their
manual to the class