Which one of the following is a very significant aspect of the Champaran Satyagraha ?

Describes a recurring pattern in early nationalist agitations: students were active volunteers and faced punishment, and women began to join processions and picketing.

A student could take this general pattern (students and women becoming active in movements of 1905–1918) and check local Champaran records or biographies to see if the same social groups appeared there.

States that the rise of the militant national movement mobilised women into public political roles (picketing, processions) after 1918 and that women played active roles in freedom struggles.

Use the timing and trend (women's wider political entry) against the 1917 Champaran event to assess plausibility of female participation and then look for Champaran-specific accounts or local examples.

Notes students' prominent role in several movements (leaving government institutions for national ones), indicating that student activism was a transferable feature across different agitations.

Apply this transferable role to Champaran by checking whether student groups or national schools active in the region participated in 1917.

Gives an example of lawyers/Barristers (e.g., Abdul Rasul, Liaqat Hussain) participating in nationalist activities, showing legal professionals sometimes engaged in political struggle.

Take this example as a pattern that lawyers joined movements and then examine lists of Champaran leaders (local lawyers, barristers) or trial records to see if lawyers were active there.

Directly mentions the Champaran Satyagraha and lists 'popular leaders associated' with it, indicating leadership presence that can be cross-checked for professions or social background.

Use the named leaders as starting points: check whether those individuals (or other named Champaran participants) were lawyers, students, or women to test the claim.

Describes Champaran movement (1917) as a peasant mobilisation against indigo planters, establishing that Champaran was essentially a rural/peasant struggle.

A student could check demographic composition of Champaran peasants (caste/tribal identities) to see if Dalit/tribal groups were among those mobilised.

States Gandhi organised satyagraha in Champaran to 'inspire the peasants', linking the national movement's outreach to rural communities.

One could infer Gandhi's peasant focus suggests examining whether his outreach included Dalit and tribal peasants in Champaran.

Notes that 20th‑century peasant movements (explicitly citing Champaran) influenced the national freedom struggle, implying peasant participation was an important axis of the movement.

A student could use this rule to investigate which social groups composed peasant movements (including Dalits/tribals) in Champaran.

Lists tribal organisations as active in Bihar and neighbouring regions, showing tribal presence and organised activity in the state where Champaran is located.

This suggests checking local tribal settlement patterns in Champaran district to see if tribal communities could have been participants.

Explains a general pattern: Dalit movements were often apprehensive of the Congress-led national movement, indicating Dalit–Congress relations were variable.

A student could compare this general pattern with records from Champaran to judge whether Dalit communities there actively joined Gandhi/Congress efforts or remained aloof.