Modern History (Mains PYQs)
Explore topic-wise Previous Year Questions (PYQs) on Modern History and Post-Independence History for UPSC Mains GS Paper 1 from 2013–2023. Click the links in the table below to jump to the relevant questions and enhance your preparation.
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2023 Mains PYQs
1. What was the difference between Mahatma Gandhi and Rabindranath Tagore in their approach towards education and nationalism? [150 words, 10 Marks]
Ans: Mahatma Gandhi and Rabindranath Tagore had distinct approaches to education and nationalism. Gandhi emphasized practical, vocational education rooted in Indian traditions, promoting self-reliance through initiatives like Nai Talim, which integrated crafts and moral education. His nationalism was mass-based, focusing on non-violence and Swaraj, uniting diverse groups against colonial rule. Tagore, however, advocated a holistic, liberal education at Visva-Bharati, emphasizing creativity, universalism, and cultural synthesis. His nationalism was intellectual, rejecting aggressive patriotism and promoting global harmony, as seen in his critique of narrow nationalism. While Gandhi’s approach was pragmatic and action-oriented, Tagore’s was philosophical, prioritizing cultural identity over political agitation. Both enriched India’s freedom struggle but differed in their vision and methods.
Analysis:
Key Themes: The question contrasts Gandhi’s and Tagore’s philosophies on education and nationalism, focusing on their differing visions.
Approach: Structure the answer by comparing education (Gandhi’s Nai Talim vs. Tagore’s Visva-Bharati) and nationalism (Gandhi’s mass mobilization vs. Tagore’s universalism). Use specific examples to highlight differences.
Challenges: Balancing both aspects within 150 words while avoiding overlap and maintaining clarity in contrasting their approaches.
2022 Mains PYQs
2. Why did the armies of the British East India Company – mostly composed of Indian Soldiers – win consistently against the more numerous and better-equipped armies of the then-Indian rulers? Give reasons. [150 words, 10 Marks]
Ans: The British East India Company’s armies, primarily composed of Indian sepoys, consistently defeated larger Indian armies due to superior organization, training, and technology. European-style military discipline, rigorous training, and standardized weaponry gave them an edge over Indian forces, which often lacked coordination. The British used advanced artillery and tactics, like the line infantry system, outmatching traditional cavalry-based Indian armies. Political fragmentation among Indian rulers prevented unified resistance, while the Company exploited alliances and diplomacy. Economic resources from trade and revenue collection enabled sustained campaigns. Additionally, the sepoys’ loyalty, driven by regular pay and discipline, contrasted with the often-disorganized armies of Indian rulers, leading to consistent British victories.
Analysis:
Key Themes: The question examines military superiority and political factors behind British victories.
Approach: Highlight military advantages (training, technology) and political fragmentation, using examples like artillery use and alliances. Avoid overemphasizing one factor.
Challenges: Condensing multiple reasons (military, political, economic) into 150 words while maintaining specificity.
2020 Mains PYQs
3. Since the 1920s, the national movement acquired various ideological strands and expanded its social base. Discuss. [250 words, 15 Marks]
Ans: From the 1920s, the Indian national movement diversified ideologically and socially. The Non-Cooperation Movement (1920–22) under Gandhi introduced non-violence and mass participation, involving peasants, workers, and women. The rise of socialist and communist ideologies, led by figures like Nehru and Bose, emphasized economic justice and anti-imperialism. The Revolutionary Movement, with groups like HSRA, adopted militant tactics. The Muslim League’s push for separate electorates introduced communal strands, while Ambedkar’s advocacy for Dalit rights broadened the social base. Regional movements, like the Justice Party in South India, addressed local grievances. Women’s participation, through leaders like Sarojini Naidu, and peasant uprisings, like Bardoli Satyagraha, further expanded the movement. This ideological pluralism and social inclusivity strengthened the struggle but also introduced complexities, shaping India’s path to independence.
Analysis:
Key Themes: The question focuses on the ideological diversity and social expansion of the national movement post-1920s.
Approach: Discuss ideological strands (Gandhian, socialist, revolutionary) and social groups (peasants, women, Dalits), using examples like Non-Cooperation and HSRA.
Challenges: Covering multiple ideologies and social groups within 250 words while maintaining coherence and depth.
2019 Mains PYQs
4. Many voices had strengthened and enriched the nationalist movement during the Gandhian phase. Elaborate. [250 words, 15 Marks]
Ans: The Gandhian phase (1919–1947) saw diverse voices enriching the nationalist movement. Gandhi’s non-violent satyagraha mobilized masses, as seen in the Dandi Salt March. Jawaharlal Nehru’s socialist vision emphasized economic independence, appealing to youth. Subhas Chandra Bose’s militant approach, through the INA, inspired armed resistance. Women leaders like Sarojini Naidu and Aruna Asaf Ali galvanized participation, notably in the Quit India Movement. Ambedkar’s advocacy for Dalit rights highlighted social justice, while leaders like Maulana Azad bridged communal divides. Regional movements, like the Khudai Khidmatgar under Khan Abdul Ghaffar Khan, added local strength. Revolutionary groups like HSRA, led by Bhagat Singh, inspired radicalism. These voices, spanning ideologies and social groups, broadened the movement’s appeal, ensuring a multi-faceted struggle against colonial rule.
Analysis:
Key Themes: The question explores the diversity of contributions during the Gandhian phase.
Approach: Highlight key figures (Gandhi, Nehru, Bose) and groups (women, Dalits, regional leaders), using examples like Dandi March and INA.
Challenges: Balancing multiple contributors within 250 words while showing their unique impact on the movement.
2017 Mains PYQs
5. Why did the ‘Moderates’ fail to carry conviction with the nation about their proclaimed ideology and political goals by the end of the nineteenth century? [150 words, 10 Marks]
Ans: The Moderates, active in the Indian National Congress (1885–1905), failed to inspire the nation due to their limited approach. Their ideology of constitutional agitation—petitions, resolutions, and dialogue with the British—lacked mass appeal, alienating the common populace. Leaders like Dadabhai Naoroji focused on economic critiques (Drain Theory) but avoided radical demands, appearing elitist. Their faith in British justice clashed with growing discontent over poverty and repression. The youth, inspired by figures like Tilak, sought assertive nationalism. The Moderates’ failure to address social reforms or include diverse groups further weakened their influence. By the late 19th century, events like the Bengal Partition (1905) exposed their inefficacy, paving the way for Extremists to gain traction with bolder strategies.
Analysis:
Key Themes: The question examines the Moderates’ ideological and strategic shortcomings.
Approach: Discuss their methods (constitutionalism), limitations (elitism, lack of mass appeal), and external factors (Bengal Partition). Use examples like Drain Theory.
Challenges: Condensing reasons for failure within 150 words while addressing both ideology and context.
2016 Mains PYQs
6. Highlight the differences in the approach of Subhash Chandra Bose and Mahatma Gandhi in the struggle for freedom. [150 words, 10 Marks]
Ans: Subhas Chandra Bose and Mahatma Gandhi differed significantly in their approaches to India’s freedom struggle. Gandhi advocated non-violence and mass-based satyagraha, emphasizing moral force through movements like Non-Cooperation and Dandi Salt March. His approach sought to unite diverse groups through peaceful resistance. Bose, however, believed in militant action, forming the Indian National Army (INA) to fight the British with Japanese support. He prioritized rapid, armed struggle, as seen in his “Give me blood, and I shall give you freedom” slogan. While Gandhi’s methods mobilized millions, Bose’s approach inspired urgency and radicalism. Gandhi’s inclusive, non-violent strategy contrasted with Bose’s revolutionary zeal, reflecting their differing visions for achieving independence.
Analysis:
Key Themes: The question contrasts Bose’s militancy with Gandhi’s non-violence in the freedom struggle.
Approach: Compare their methods (satyagraha vs. INA), philosophies, and impacts, using examples like Dandi March and Bose’s slogan.
Challenges: Balancing both leaders’ contributions within 150 words while highlighting distinct approaches.
2015 Mains PYQs
7. How different would have been the achievement of Indian independence without Mahatma Gandhi? Discuss. [250 words, 15 Marks]
Ans: Without Mahatma Gandhi, Indian independence would have been significantly delayed or differently achieved. Gandhi’s non-violent satyagraha unified diverse groups, mobilizing millions through movements like Non-Cooperation, Civil Disobedience, and Quit India. His ability to connect with masses, using symbols like khadi, gave the movement moral and cultural legitimacy. Without him, the Congress might have remained elitist, as seen with the Moderates, or fragmented among Extremists and revolutionaries. Leaders like Bose or Nehru lacked Gandhi’s mass appeal. Violent struggles, like the INA or HSRA, could have provoked harsher British repression, delaying independence. Gandhi’s negotiations, like the Gandhi-Irwin Pact, shaped constitutional progress. However, other leaders and global pressures (e.g., World War II) might have eventually secured independence, but without Gandhi’s unifying force, the process would have been slower, more violent, and less inclusive.
Analysis:
Key Themes: The question assesses Gandhi’s unique role in unifying and mobilizing the independence movement.
Approach: Highlight Gandhi’s contributions (satyagraha, mass mobilization) and speculate on alternatives (Extremists, revolutionaries), using examples like Quit India.
Challenges: Balancing Gandhi’s impact with hypothetical scenarios within 250 words while avoiding overstatement.
2013 Mains PYQs
8. Several foreigners made India their homeland and participated in various movements. Analyse their role in the Indian struggle for freedom. [200 words, 10 Marks]
Ans: Foreigners like Annie Besant, A.O. Hume, and C.F. Andrews significantly contributed to India’s freedom struggle. Annie Besant, through the Home Rule League, popularized self-governance, mobilizing educated Indians. A.O. Hume founded the Indian National Congress, providing a platform for political dialogue. C.F. Andrews supported Gandhi’s movements, notably Champaran Satyagraha, and advocated for Indian rights abroad. Sister Nivedita, inspired by Vivekananda, promoted education and nationalism. Foreign theosophists and missionaries, like Margaret Noble, bridged cultural gaps, fostering Indian pride. Their outsider perspective lent credibility to the cause globally, but their influence was limited by colonial suspicions and Indian skepticism. Nonetheless, their organizational skills, writings, and advocacy strengthened the movement, complementing Indian efforts in the struggle for independence.
Analysis:
Key Themes: The question evaluates the contributions of foreigners to the freedom struggle.
Approach: Highlight key figures (Besant, Hume) and their roles (Home Rule, Congress), noting limitations. Use examples like Champaran.
Challenges: Covering multiple contributors and their impact within 200 words while addressing limitations.
2021 Mains PYQs
9. Trace the rise and growth of socio-religious reform movements with special reference to Young Bengal and Brahmo Samaj. [250 words, 15 Marks]
Ans: Socio-religious reform movements in 19th-century India aimed to modernize society, with Young Bengal and Brahmo Samaj playing pivotal roles. The Young Bengal movement, led by Henry Derozio, emerged in the 1820s, promoting rationalism, free thought, and Western education. It challenged orthodoxy, advocating social equality and women’s rights, though its radicalism limited its mass appeal. The Brahmo Samaj, founded by Raja Rammohan Roy in 1828, opposed idol worship, casteism, and sati, promoting monotheism and social reforms. Roy’s efforts led to the sati ban (1829), while Keshab Chandra Sen’s leadership expanded women’s education and inter-caste marriages. Both movements influenced urban elites, fostering modern education and social consciousness, but faced resistance from orthodox groups. Their legacy shaped later reforms and nationalist thought, laying the groundwork for India’s social awakening.
Analysis:
Key Themes: The question focuses on the rise, ideology, and impact of Young Bengal and Brahmo Samaj.
Approach: Trace the origins, leaders (Derozio, Roy), and reforms (rationalism, sati ban), highlighting their influence and limitations.
Challenges: Balancing the discussion of both movements within 250 words while addressing their broader impact.
2017 Mains PYQs
10. The women’s questions arose in modern India as a part of the 19th-century social reform movement. What are the major issues and debates concerning women in that period? [250 words, 15 Marks]
Ans: The 19th-century social reform movement in India addressed women’s issues, sparking debates on sati, widow remarriage, and education. Sati, a practice of widow immolation, was banned in 1829 due to Raja Rammohan Roy’s advocacy, though resistance persisted. Widow remarriage, promoted by Ishwar Chandra Vidyasagar, faced orthodox opposition despite the 1856 Act. Women’s education, championed by Brahmo Samaj and missionaries, aimed to empower women but clashed with traditional norms restricting female literacy. Child marriage debates, led by reformers like Keshab Chandra Sen, sought to raise marriage age, culminating in the 1891 Age of Consent Act. Purdah and gender segregation also drew critique, with reformers advocating equality. These issues, debated among reformers, orthodox groups, and colonial authorities, reflected tensions between tradition and modernity, shaping women’s gradual emancipation and influencing nationalist discourse.
Analysis:
Key Themes: The question examines key women’s issues (sati, education) and debates in 19th-century reforms.
Approach: Identify major issues (sati, widow remarriage, education) and discuss debates (reformers vs. orthodoxy), using examples like the 1829 Sati Ban.
Challenges: Covering multiple issues and their debates within 250 words while maintaining depth.
2016 Mains PYQs
11. Discuss the role of women in the freedom struggle especially during the Gandhian phase. [200 words, 12.5 Marks]
Ans: Women played a transformative role in India’s freedom struggle, particularly during the Gandhian phase (1919–1947). Gandhi’s call for non-violent satyagraha mobilized women across classes, with leaders like Sarojini Naidu leading protests like the Dandi Salt March. Women participated in Non-Cooperation and Civil Disobedience, picketing shops and spinning khadi to promote self-reliance. In the Quit India Movement, Aruna Asaf Ali’s underground leadership galvanized resistance. Rural women, like those in Bardoli Satyagraha, joined protests, while revolutionary women, like Pritilata Waddedar, engaged in militant actions. Women’s involvement broke social barriers, challenging purdah and gender norms, and fostered national consciousness. Their contributions, from mass protests to symbolic acts, strengthened the movement’s inclusivity and moral force, shaping India’s path to independence.
Analysis:
Key Themes: The question highlights women’s contributions during the Gandhian phase and their social impact.
Approach: Discuss women’s roles (protests, revolutionary actions), key figures (Naidu, Ali), and social changes, using examples like Dandi March.
Challenges: Covering diverse roles within 200 words while emphasizing the Gandhian context.
2013 Mains PYQs
12. Defying the barriers of age, gender and religion, the Indian women became the torch bearer during the struggle for freedom in India. Discuss. [200 words, 10 Marks]
Ans: Indian women, transcending age, gender, and religious barriers, were pivotal in the freedom struggle. During the Gandhian phase, leaders like Sarojini Naidu and Kamala Nehru led protests, while Kasturba Gandhi supported satyagraha. Women from diverse backgrounds—Hindu, Muslim, and others—participated in Non-Cooperation, Civil Disobedience, and Quit India movements, picketing shops and enduring arrests. Revolutionary women like Pritilata Waddedar and Kalpana Dutta engaged in armed resistance. Rural women, like those in Bardoli, joined agrarian protests. Their involvement challenged patriarchal norms, promoting gender equality and communal harmony. By spinning khadi and leading marches, women symbolized self-reliance and unity, inspiring the masses. Their courage and inclusivity strengthened the nationalist movement, making them torchbearers of India’s independence struggle.
Analysis:
Key Themes: The question focuses on women’s inclusive contributions across social barriers in the freedom struggle.
Approach: Highlight diverse roles (protests, revolutionary actions), key figures (Naidu, Dutta), and social impact, using examples like Quit India.
Challenges: Addressing age, gender, and religious inclusivity within 200 words while showing women’s impact.
2022 Mains PYQs
13. Why was there a sudden spurt in famines in colonial India since the mid-eighteenth century? Give reasons. [150 words, 10 Marks]
Ans: The sudden spurt in famines in colonial India from the mid-18th century was due to exploitative British policies. Heavy land revenue demands, like the Permanent Settlement, impoverished peasants, reducing agricultural resilience. The shift to cash crops, such as indigo and cotton, for British markets decreased food grain production. Neglect of irrigation and infrastructure, unlike pre-colonial systems, exacerbated drought impacts. Colonial trade policies, including grain exports during shortages, worsened food scarcity, as seen in the Bengal Famine of 1770. Administrative apathy and laissez-faire policies delayed relief, intensifying suffering. Deindustrialization, like the decline of textiles, increased rural dependence on agriculture, amplifying vulnerabilities. These factors, rooted in colonial exploitation, triggered frequent and severe famines, devastating India’s agrarian economy.
Analysis:
Key Themes: The question examines colonial policies causing famines and their economic impact.
Approach: Identify key policies (revenue, cash crops, trade) and their effects, using examples like Bengal Famine. Avoid overgeneralization.
Challenges: Condensing multiple causes within 150 words while providing specific examples.
2020 Mains PYQs
14. Evaluate the policies of Lord Curzon and their long-term implications on a national movement. [250 words, 15 Marks]
Ans: Lord Curzon’s policies (1899–1905) as Viceroy had profound implications for India’s national movement. His partition of Bengal (1905) sparked widespread protests, uniting Hindus and Muslims in the Swadeshi Movement, fostering nationalist consciousness. The Calcutta Corporation Act (1899) reduced Indian representation, fueling resentment. His education reforms, like the Universities Act (1904), tightened control over institutions, alienating the educated elite. Curzon’s aggressive policies, including the Tibetan expedition, strained resources, highlighting colonial exploitation. While he improved railways and archaeology, his authoritarianism galvanized anti-British sentiment. The Swadeshi Movement, born from Bengal’s partition, popularized boycott and self-reliance, influencing later Gandhian strategies. Curzon’s policies inadvertently strengthened the Congress and radicalized nationalism, shaping the movement’s trajectory towards mass mobilization and eventual independence.
Analysis:
Key Themes: The question assesses Curzon’s policies and their role in fueling nationalism.
Approach: Discuss key policies (Bengal Partition, Universities Act) and their nationalist impact, using examples like Swadeshi Movement.
Challenges: Balancing policy details and long-term impacts within 250 words while showing nationalist evolution.
2018 Mains PYQs
15. Why was indentured labour taken by the British from India to other colonies? Have they been able to preserve their cultural identity over there? [250 words, 15 Marks]
Ans: Indentured labour was taken by the British from India to colonies like Mauritius, Fiji, and the Caribbean after slavery’s abolition in 1833 to meet plantation labor demands. Economic distress in India, due to colonial policies like heavy taxation and deindustrialization, drove millions, especially from Bihar and Uttar Pradesh, to sign contracts for low wages and harsh conditions. The system, akin to bonded labor, exploited vulnerable populations. While some cultural retention occurred—through festivals like Diwali, Hindi language, and caste practices—assimilation and intermixing diluted identities. In Fiji, Indo-Fijians preserved Hindi and religious traditions, but in the Caribbean, cultural syncretism with local practices was common. Isolation and colonial policies limited full preservation, creating hybrid identities that still influence diaspora communities.
Analysis:
Key Themes: The question examines reasons for indentured labor and cultural preservation in diaspora.
Approach: Discuss reasons (slavery abolition, economic distress) and evaluate cultural retention (festivals vs. assimilation), using examples like Fiji.
Challenges: Addressing both aspects within 250 words while balancing reasons and cultural outcomes.
2017 Mains PYQs
16. Clarify how mid-eighteenth century India was beset with the specter of a fragmented polity. [150 words, 10 Marks]
Ans: Mid-18th century India faced a fragmented polity due to the Mughal Empire’s decline. After Aurangzeb’s death (1707), weak successors failed to maintain centralized control, leading to regional powers like the Marathas, Sikhs, and Bengal Nawabs asserting autonomy. Internal conflicts, such as succession disputes and noble rivalries, weakened Mughal authority. Invasions by Nadir Shah (1739) and Ahmad Shah Abdali further destabilized the region. The rise of independent states, like Hyderabad and Awadh, fragmented political unity. The British East India Company exploited this disunity, using diplomacy and military force to expand influence. Economic decline and administrative breakdown exacerbated fragmentation, enabling colonial dominance. This lack of unity hindered resistance against British expansion, setting the stage for colonial rule.
Analysis:
Key Themes: The question focuses on political fragmentation in mid-18th century India.
Approach: Highlight Mughal decline, regional powers, and external invasions, using examples like Marathas and Nadir Shah.
Challenges: Condensing multiple causes of fragmentation within 150 words while showing their impact.
2014 Mains PYQs
17. Examine critically the various facets of economic policies of the British in India from the mid-eighteenth century till independence. [250 words, 15 Marks]
Ans: British economic policies in India from the mid-18th century to 1947 were exploitative, prioritizing colonial interests. The Permanent Settlement (1793) imposed high land revenue, impoverishing peasants and creating zamindari oppression. The shift to cash crops like indigo and cotton reduced food production, causing famines. Deindustrialization, particularly of textiles, led to economic distress, as British goods flooded markets under free trade policies. Heavy taxation and the Drain of Wealth, as critiqued by Naoroji, siphoned resources to Britain. Railways and infrastructure, while modernizing, served colonial trade, benefiting British merchants. Post-1857, some reforms like canal irrigation were introduced, but they prioritized British profits. These policies fueled economic discontent, galvanizing the national movement, as seen in the Swadeshi campaign, which promoted self-reliance against colonial exploitation.
Analysis:
Key Themes: The question examines the exploitative nature of British economic policies and their impact.
Approach: Discuss key policies (Permanent Settlement, deindustrialization) and their effects (famines, nationalism), using examples like Drain of Wealth.
Challenges: Covering multiple policy facets within 250 words while linking to nationalist responses.
2019 Mains PYQs
18. The Revolt of 1857 was the culmination of the recurrent big and small local rebellions that had occurred in the preceding hundred years of British rule. [150 words, 10 Marks]
Ans: The Revolt of 1857 was a culmination of numerous local rebellions against British rule from the mid-18th century. Early uprisings like the Sanyasi Rebellion (1760s–70s) and Chuar Rebellion (1790s) reflected agrarian discontent. The Paika Rebellion (1817) and Santhal Revolt (1855) opposed exploitative land policies and tribal displacement. These rebellions, driven by economic grievances, cultural alienation, and annexation policies like the Doctrine of Lapse, set the stage for 1857. The revolt, sparked by the greased cartridge issue, unified sepoys, peasants, and elites, as seen in leaders like Nana Sahib and Rani Lakshmibai. Though uncoordinated, it reflected widespread resentment, marking a significant challenge to British authority and inspiring later nationalist movements.
Analysis:
Key Themes: The question links the 1857 Revolt to prior rebellions and their grievances.
Approach: Discuss earlier rebellions (Sanyasi, Santhal) and their connection to 1857, using examples like Doctrine of Lapse.
Challenges: Connecting multiple rebellions to 1857 within 150 words while showing cumulative impact.
2016 Mains PYQs
19. Explain how the Uprising of 1857 constitutes an important watershed in the evolution of British policies towards colonial India. [200 words, 12.5 Marks]
Ans: The Uprising of 1857 marked a watershed in British colonial policies in India. Pre-1857, the East India Company pursued aggressive annexation (Doctrine of Lapse) and cultural interference, alienating Indians. The revolt, driven by sepoy grievances and elite discontent, exposed British vulnerabilities. Post-1857, the British Crown assumed direct control (Government of India Act, 1858), ending Company rule. Policies shifted to conciliation, preserving princely states and avoiding religious interference. Land revenue reforms, like the Ryotwari system, aimed to stabilize the agrarian economy. Military restructuring reduced Indian sepoy ratios, ensuring loyalty. The Indian Councils Act (1861) introduced limited Indian representation, signaling cautious political reform. However, economic exploitation persisted, fueling nationalist sentiments. The uprising forced a strategic recalibration, balancing control with appeasement, shaping modern colonial governance.
Analysis:
Key Themes: The question examines the 1857 Revolt’s impact on British policy shifts.
Approach: Contrast pre- and post-1857 policies (annexation, Crown rule, reforms), using examples like Government of India Act.
Challenges: Covering policy changes within 200 words while linking to the revolt’s impact.
2014 Mains PYQs
20. In what ways did the naval mutiny prove to be the last nail in the coffin of British colonial aspirations in India? [150 words, 10 Marks]
Ans: The Royal Indian Navy Mutiny (1946) was a decisive blow to British colonial aspirations in India. Triggered by poor conditions and nationalist fervor, the mutiny saw sailors seize ships in Bombay, Karachi, and other ports, demanding independence. It gained widespread public support, with strikes in cities, alarming the British. The mutiny exposed the erosion of British military loyalty, following the INA trials’ impact. Combined with economic strain post-World War II and global anti-colonial sentiment, it signaled Britain’s inability to sustain control. The British, facing mass unrest and weakened authority, accelerated independence plans, leading to the 1947 transfer of power. The mutiny underscored the inevitability of Indian independence, marking a critical turning point.
Analysis:
Key Themes: The question assesses the naval mutiny’s role in ending British rule.
Approach: Highlight the mutiny’s causes, public support, and British response, using examples like INA trials.
Challenges: Showing the mutiny’s decisive impact within 150 words while linking to broader context.
2023 Mains PYQs
21. How did colonial rule affect the tribals in India and what was the tribal response to the colonial oppression? [250 words, 15 Marks]
Ans: Colonial rule disrupted tribal life through land alienation, resource exploitation, and cultural imposition. British forest policies, like the Forest Act (1865), restricted tribal access to forests, undermining their livelihood. Revenue systems and outsider encroachment displaced tribes, as seen in the Santhal region. Christian missionary activities challenged tribal customs, creating tensions. Tribals responded with rebellions, like the Santhal Revolt (1855), which protested land loss, and the Munda Ulgulan (1899–1900), led by Birsa Munda, combining socio-religious reform with anti-colonial resistance. The Tana Bhagat movement among Oraons blended nationalism with tribal identity. These uprisings, though often localized, inspired later tribal movements and contributed to anti-colonial sentiment, highlighting tribal resilience against oppressive policies.
Analysis:
Key Themes: The question examines colonial impact on tribals and their resistance.
Approach: Discuss colonial policies (forest laws, land alienation) and tribal responses (Santhal, Munda), using specific examples.
Challenges: Balancing impact and response within 250 words while covering diverse tribal movements.
2021 Mains PYQs
22. Assess the main administrative issues and socio-cultural problems in the integration process of Indian Princely States. [250 words, 15 Marks]
Ans: The integration of Indian Princely States post-1947 faced significant administrative and socio-cultural challenges. Administratively, diverse governance systems, ranging from autocratic to semi-democratic, complicated unification. The Instrument of Accession, orchestrated by Sardar Patel, faced resistance from states like Hyderabad and Junagadh, requiring military action (Operation Polo, 1948). Financial disparities and varying administrative capacities necessitated negotiations for privy purses and governance reforms. Socio-culturally, princely states had distinct identities, languages, and traditions, creating resistance to integration. Communal tensions, as in Kashmir, and feudal practices clashed with democratic ideals. The States Reorganisation Act (1956) addressed linguistic diversity but sparked regional disputes. Despite challenges, Patel’s diplomacy and constitutional measures ensured integration, fostering national unity while preserving some cultural identities.
Analysis:
Key Themes: The question focuses on administrative and socio-cultural hurdles in princely state integration.
Approach: Discuss administrative issues (diverse systems, resistance) and socio-cultural challenges (identities, communalism), using examples like Operation Polo.
Challenges: Covering both aspects within 250 words while linking to integration outcomes.
2018 Mains PYQs
23. Discuss whether the formation of new states in recent times is beneficial or not for the economy of India. [250 words, 15 Marks]
Ans: The formation of new states in India, like Telangana (2014), Jharkhand (2000), and Chhattisgarh (2000), has mixed economic impacts. Benefits include better governance, as smaller states enable focused administration and resource allocation, boosting development in neglected regions. Jharkhand’s mineral wealth and Telangana’s IT hub status have spurred growth. Decentralized governance enhances local participation and accountability. However, challenges include high administrative costs, as seen in new capitals and bureaucracies. Inter-state disputes over resources, like water conflicts between Telangana and Andhra Pradesh, hinder cooperation. Smaller states may face economic viability issues due to limited revenue bases. While new states can drive regional growth and equity, success depends on effective governance, resource management, and inter-state coordination, balancing economic benefits with administrative challenges.
Analysis:
Key Themes: The question evaluates the economic pros and cons of new state formation.
Approach: Discuss benefits (governance, growth) and challenges (costs, disputes), using examples like Telangana and Jharkhand.
Challenges: Balancing both sides within 250 words while providing specific examples.
2013 Mains PYQs
24. Critically discuss the objectives of Bhoodan and Gramdan movements initiated by Acharya Vinoba Bhave and their success. [200 words, 10 Marks]
Ans: The Bhoodan (1951) and Gramdan movements, initiated by Vinoba Bhave, aimed to address land inequality and promote Gandhian principles. Bhoodan sought voluntary land donations from landlords for redistribution to the landless, fostering social equity. Gramdan extended this, encouraging entire villages to pool land for collective ownership. Objectives included reducing rural poverty, empowering the marginalized, and promoting non-violence. Bhoodan collected over 4 million acres, but much was infertile or disputed. Gramdan saw limited success, with few villages fully adopting it. Implementation challenges, like landlord resistance and bureaucratic inefficiencies, diluted impact. While the movements raised awareness about land reforms, their success was limited by practical constraints and lack of institutional support, achieving symbolic rather than transformative change.
Analysis:
Key Themes: The question assesses Bhoodan and Gramdan’s objectives and limited success.
Approach: Discuss objectives (equity, non-violence) and evaluate success (land collection vs. challenges), using data like 4 million acres.
Challenges: Balancing objectives and critical evaluation within 200 words.
25. Write a critical note on the evolution and significance of the slogan “Jai Jawan Jai Kisan”. [200 words, 10 Marks]
Ans: The slogan “Jai Jawan Jai Kisan,” coined by Lal Bahadur Shastri in 1965, emphasized the importance of soldiers and farmers in nation-building. Evolving during the India-Pakistan War and food scarcity, it highlighted national security and agricultural self-reliance. The slogan inspired unity, boosting morale during crises like the 1965 war and Green Revolution efforts. Its significance lies in recognizing the interdependence of defense and agriculture, fostering patriotism and rural development. However, its impact waned due to inadequate focus on farmers’ issues, like low MSPs and agrarian distress. While it remains a symbol of national pride, its practical implementation faced challenges, limiting long-term socio-economic impact. The slogan’s legacy endures in political rhetoric but requires renewed focus on farmers’ welfare.
Analysis:
Key Themes: The question examines the slogan’s origin, context, and impact.
Approach: Discuss its evolution (1965 context), significance (unity, agriculture), and limitations (agrarian issues), using examples like Green Revolution.
Challenges: Critically analyzing both significance and shortcomings within 200 words.
26. Discuss the contribution of Maulana Abul Kalam Azad to pre-and post-independent India. [200 words, 10 Marks]
Ans: Maulana Abul Kalam Azad made significant contributions to pre- and post-independent India. Pre-independence, as a Congress leader, he advocated Hindu-Muslim unity, editing Al-Hilal to promote nationalist sentiments. He led the Khilafat Movement, mobilizing Muslims, and presided over Congress sessions, shaping its inclusive ideology. His opposition to partition reflected his vision of a united India. Post-independence, as India’s first Education Minister, Azad laid the foundation for modern education, establishing IITs, UGC, and promoting cultural institutions like Sahitya Akademi. His emphasis on scientific and secular education strengthened India’s intellectual framework. However, his vision faced challenges from communal tensions and resource constraints. Azad’s legacy as a scholar, nationalist, and educationist remains pivotal in fostering unity and intellectual growth in India.
Analysis:
Key Themes: The question evaluates Azad’s role in nationalism and education.
Approach: Discuss pre-independence (Khilafat, Congress) and post-independence (education reforms) contributions, using examples like IITs.
Challenges: Covering both periods within 200 words while highlighting specific contributions.
27. Analyze the circumstances that led to Tashkent Agreement in 1966. Discuss the highlights of the agreement. [200 words, 10 Marks]
Ans: The Tashkent Agreement (1966) followed the Indo-Pak War of 1965, driven by Pakistan’s Operation Gibraltar and India’s counter-offensive. The war ended in a stalemate, with global powers like the USSR pushing for peace to reduce Cold War tensions. The agreement, signed by Lal Bahadur Shastri and Ayub Khan, aimed to restore peace. Highlights included mutual withdrawal of forces to pre-war positions, repatriation of prisoners, and resumption of diplomatic relations. Both nations agreed to avoid force in resolving disputes and promote friendly ties. However, it did not address Kashmir’s root issue, limiting long-term impact. Shastri’s death post-signing added uncertainty. The agreement temporarily eased tensions but failed to prevent future conflicts, like the 1971 war.
Analysis:
Key Themes: The question examines the context and content of the Tashkent Agreement.
Approach: Discuss war circumstances, agreement highlights (withdrawal, diplomacy), and limitations (Kashmir), using examples like 1965 war.
Challenges: Balancing context and agreement details within 200 words.
28. Critically examine the compulsions which prompted India to play decisive roles in the emergence of Bangladesh. [200 words, 10 Marks]
Ans: India’s decisive role in Bangladesh’s emergence (1971) stemmed from strategic, humanitarian, and political compulsions. Pakistan’s military crackdown on East Pakistan, killing thousands and creating 10 million refugees, strained India’s resources and borders. Supporting the Mukti Bahini aligned with India’s strategic goal to weaken Pakistan, especially after the 1965 war. The Bengali demand for autonomy, suppressed by West Pakistan, resonated with India’s democratic ethos. Indira Gandhi’s diplomatic efforts, including the Indo-Soviet Treaty (1971), countered Western support for Pakistan. The Indian Army’s swift intervention in December 1971, culminating in Dhaka’s fall, ensured Bangladesh’s independence. Humanitarian concerns, like refugee relief, and geopolitical aims, like reducing Pakistan’s influence, drove India’s actions. However, India faced international criticism and economic burdens. The victory reshaped South Asian geopolitics, affirming India’s regional dominance.
Analysis:
Key Themes: The question assesses India’s motivations and role in Bangladesh’s liberation.
Approach: Discuss compulsions (refugees, strategy) and actions (Mukti Bahini, war), using examples like Indo-Soviet Treaty.
Challenges: Critically analyzing multiple compulsions within 200 words while showing outcomes.
2019 Mains PYQs
29. Examine the linkages between the nineteenth century’s “Indian Renaissance” and the emergence of national identity. [250 words, 15 Marks]
Ans: The 19th-century Indian Renaissance, driven by socio-religious reforms, fostered national identity. Reformers like Raja Rammohan Roy (Brahmo Samaj) challenged social evils like sati, promoting rationalism and equality. The Young Bengal movement and Prarthana Samaj encouraged critical thinking and social reform, uniting educated elites. Revivalist movements, like Arya Samaj, emphasized Vedic heritage, fostering cultural pride. English education, introduced by the British, produced a class of intellectuals who critiqued colonial exploitation, as seen in Naoroji’s Drain Theory. Literary works in vernacular languages, like Bankim’s Anandamath, stirred patriotic sentiments. These movements bridged regional and religious divides, creating a shared sense of Indianness. However, the Renaissance was urban-centric, limiting mass outreach. Its legacy in fostering education, reform, and nationalism laid the foundation for the freedom struggle, shaping India’s national identity.
Analysis:
Key Themes: The question links the Indian Renaissance to national identity formation.
Approach: Discuss reform movements (Brahmo, Arya Samaj), their cultural impact, and limitations, using examples like Anandamath.
Challenges: Connecting multiple movements to nationalism within 250 words while addressing limitations.
2018 Mains PYQs
30. Throw light on the significance of the thoughts of Mahatma Gandhi in the present times. [250 words, 15 Marks]
Ans: Mahatma Gandhi’s thoughts remain significant today. His principle of non-violence (ahimsa) offers solutions to global conflicts, promoting peaceful resolution. Satyagraha, emphasizing truth and resistance, inspires movements for justice, like environmental activism. Gandhi’s focus on self-reliance (swadeshi) encourages sustainable economies, relevant amid globalization’s challenges. His advocacy for social equality, opposing caste and gender discrimination, aligns with modern inclusivity efforts. Decentralized governance, through Gram Swaraj, supports grassroots development. However, urbanization and technological advancements challenge the practicality of his village-centric model. Critics argue his ideas are idealistic in complex global contexts. Nonetheless, Gandhi’s emphasis on ethics, sustainability, and equality influences global leaders and movements, reinforcing his relevance in addressing contemporary issues like climate change, social justice, and peacebuilding.
Analysis:
Key Themes: The question assesses Gandhi’s contemporary relevance in social and political spheres.
Approach: Highlight key principles (ahimsa, swadeshi) and their modern applications, addressing limitations, using examples like environmental activism.
Challenges: Balancing relevance and critiques within 250 words while showing practical applications.
2017 Mains PYQs
31. Distinguish between religiousness/religiosity and communalism in post-independent India giving one example of how the former has transformed into the latter in independent India. [250 words, 15 Marks]
Ans: Religiousness/religiosity reflects personal faith and spiritual practices, fostering harmony, while communalism uses religion to create divisive identities, often for political gain. In post-independent India, religiousness involves rituals like temple worship or Sufi devotion, promoting cultural unity. Communalism, however, fuels conflict, as seen in the Babri Masjid dispute. Initially, Ayodhya’s religious significance drew devotees (religiosity), but political mobilization in the 1980s–90s, led by groups like VHP, transformed it into a Hindu-Muslim conflict (communalism), culminating in the 1992 demolition. This shift reflects how religious sentiment, when politicized, fosters division. Communalism undermines secularism, while religiosity supports pluralistic coexistence. Addressing communalism requires strengthening India’s secular framework to preserve religious harmony.
Analysis:
Key Themes: The question contrasts religiosity with communalism, focusing on their transformation.
Approach: Define both terms, provide an example (Babri Masjid), and discuss implications, using the 1992 demolition as a case study.
Challenges: Clearly distinguishing concepts and analyzing transformation within 250 words.
2013 Mains PYQs
32. Discuss the contribution of Maulana Abul Kalam Azad to pre-and post-independent India. [200 words, 10 Marks]
Ans: Maulana Abul Kalam Azad made significant contributions to pre- and post-independent India. Pre-independence, as a Congress leader, he advocated Hindu-Muslim unity, editing Al-Hilal to promote nationalist sentiments. He led the Khilafat Movement, mobilizing Muslims, and presided over Congress sessions, shaping its inclusive ideology. His opposition to partition reflected his vision of a united India. Post-independence, as India’s first Education Minister, Azad laid the foundation for modern education, establishing IITs, UGC, and promoting cultural institutions like Sahitya Akademi. His emphasis on scientific and secular education strengthened India’s intellectual framework. However, his vision faced challenges from communal tensions and resource constraints. Azad’s legacy as a scholar, nationalist, and educationist remains pivotal in fostering unity and intellectual growth in India.
Analysis:
Key Themes: The question evaluates Azad’s role in nationalism and education.
Approach: Discuss pre-independence (Khilafat, Congress) and post-independence (education reforms) contributions, using examples like IITs.
Challenges: Covering both periods within 200 words while highlighting specific contributions.
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