case study nationalism in europe class 10

Syllabus 2024-25
CBSE Class X SQP 2023-24
CBSE Class XII SQP 2023-24
Class X SQP 2022-23
Class XII SQP 2022-23
Request Answers

The Rise of Nationalism in Europe Case-Based Extract Questions Class 10 History

Post last modified: 22 October 2022
Post category: Class 10 Social Science MCQs

Case study-based extract questions on the chapter ‘The Rise of Nationalism’ are given here for students to practise such questions. Questions are a combination of MCQs and subjective questions as per the latest syllabus 2022-23.

Click here for more materials on CBSE Class 10 History .

Class 10 Geography materials

Class 10 Economics Study materials

Class 10 Pol. Science Study materials

Class 10 Map-work

Q.1. Read the extract and answer the questions given below.

How were liberty and equality for women to be defined?

The liberal politician Carl Welcker, an elected member of the Frankfurt Parliament, expressed the following views:

‘Nature has created men and women to carry out different functions … Man, the stronger, the bolder and freer of the two, has been designated as protector of the family, its provider, meant for public tasks in the domain of law, production, defence. Woman, the weaker, dependent and timid, requires the protection of man. Her sphere is the home, the care of the children, the nurturing of the family … Do we require any further proof that given such differences, equality between the sexes would only endanger harmony and destroy the dignity of the family?’

Louise Otto-Peters (1819–95) was a political activist who founded a women’s journal and subsequently a feminist political association. The first issue of her newspaper (21 April 1849) carried the following editorial:

‘Let us ask how many men, possessed by thoughts of living and dying for the sake of Liberty, would be prepared to fight for the freedom of the entire people, of all human beings? When asked this question, they would all too easily

respond with a “Yes!”, though their untiring efforts are intended for the benefit of only one half of humanity – men. But Liberty is indivisible! Free men therefore must not tolerate to be surrounded by the unfree …’

An anonymous reader of the same newspaper sent the following letter to the editor on 25 June 1850:

‘It is indeed ridiculous and unreasonable to deny women political rights even though they enjoy the right to property which they make use of. They perform functions and assume responsibilities without however getting the

benefits that accrue to men for the same … Why this injustice? Is it not a disgrace that even the stupidest cattle-herder possesses the right to vote, simply because he is a man, whereas highly talented women owning considerable property are excluded from this right, even though they contribute so much to the maintenance of the state?’ ( NCERT Textbook Page 17 )

1. ‘A cattle herder possessed the right to vote, simply because he is a man, whereas highly talented women owning considerable property are excluded from this right.’ What type of bias does this reflects?

Gender stereotype
Racial stereotype
Gender discrimination
Gender prejudice

2. Identify the reason liberal politician Carl Welcker believes that women require protection of man?

They lack political rights.
They have to look after the house.
They have no property right.
They are frail and dependent.

3. How does gender equality help in ensuring the dignity of women? Select the appropriate option.

It empowers women.
It helps women to carry out different functions.
It promotes harmony in the family.
It makes women dependent on the family.

1. Gender discrimination

Women were discriminated against. They were denied political rights even though they had the right to property. A cattle herder had the right to vote solely because he was a man while more learned women were denied this right.

2. They are frail and dependent.

The liberal politician Carl Welcker said that woman is weaker than man and needs the protection of man.

3. It empowers women.

Gender equality empowers women. It makes them independent and gives them power and control over their own lives inside and outside their homes.

Q.2. Read the extract and answer the questions given below.

Socially and politically, a landed aristocracy was the dominant class on the continent. The members of this class were united by a common way of life that cut across regional divisions. They owned estates in the countryside and also town-houses. They spoke French for purposes of diplomacy and in high society. Their families were often connected by ties of marriage. This powerful aristocracy was, however, numerically a small group. The majority of the population was made up of the peasantry. To the west, the bulk of the land was farmed by tenants and small owners, while in Eastern and Central Europe the pattern of landholding was characterised by vast estates which were cultivated by serfs. (NCERT Textbook Page 8)

1. Which among the following is true about peasantry?

Numerically a dominant class
Socially a dominant class
Fluent in French
Owners of town houses

2. Which among the following was the pattern of landholding in Eastern and Central Europe?

Small holdings
Fragmented landholding
Permanent fallow
Expansive tracts

3. Which among the following factors connected the families of landed aristocracy?

French language
Strength of their population
Common occupation
Ties of marriage

1. Numerically a dominant class

The majority of the population in Europe comprised of the peasantry, who worked on land as tenants, small owners or serfs.

2. Expansive tracts

In Eastern and Central Europe, the pattern of landholding was characterised by vast estates which were cultivated by serfs.

3. Ties of marriage

Aristocracy was a numerically small group. Most of the aristocratic families were connected by marriage.

Q.3. Read the extract and answer the questions given below:

Following the defeat of Napoleon in 1815, European governments were driven by a spirit of conservatism. Conservatives believed that established, traditional institutions of state and society – like the monarchy, the Church, social hierarchies, property and the family – should be preserved. Most conservatives, however, did not propose a return to the society of pre-revolutionary days. Rather, they realised, from the changes initiated by Napoleon, that modernisation could in fact strengthen traditional institutions like the monarchy. It could make state power more effective and strong. A modern army, an efficient bureaucracy, a dynamic economy and the abolition of feudalism and serfdom could strengthen the autocratic monarchies of Europe. In 1815, representatives of the European powers – Britain, Russia, Prussia and Austria – who had collectively defeated Napoleon, met at Vienna to draw up a settlement for Europe. The Congress was hosted by the Austrian Chancellor Duke Metternich. The delegates drew up the Treaty of Vienna of 1815 with the object of undoing most of the changes that had come about in Europe during the Napoleonic wars. The Bourbon dynasty, which had been deposed during the French Revolution, was restored to power, and France lost the territories it had annexed under Napoleon. A series of states were set up on the boundaries of France to prevent French expansion in future. ( NCERT History, Page 10-11 )

1. Which of the following statements correctly describes European conservative ideology?

Preservation of two sects of Christianity
Preservation of traditional beliefs in state and society
Preservation of socialist ideology in the economic sphere
Preservation of beliefs introduced by Napoleon

2. Identify the purpose to convene the Congress of Vienna in 1815?

To declare completion of German unification
To restore conservative regime in Europe
To start the process of Italian unification
To declare war against France

3. What did conservatives focus on at the Congress of Vienna? Select the appropriate option.

To introduce democracy in France
To set up a new parliament in Austria
To establish socialism in Europe
To re-establish peace and stability in Europe

4. How did the Congress of Vienna ensure peace in Europe? Select the appropriate option.

By giving power to the German confederation
By not giving Austria control of Northern Italy
By laying out a balance of power between all the great powers in Europe
By the restoration of Bourbon dynasty

1. Preservation of traditional beliefs in state and society

Conservatives believed that traditional institutions of state and society, like the Church, monarchy, social hierarchies, family and property should be preserved.

2. To restore conservative regime in Europe

The Congress of Vienna in 1815 tried to achieve conservative order by restoring the conservative regime in power in different countries. For instance, the Bourbon dynasty which was deposed during French Revolution was restored to power.

3. To re-establish peace and stability in Europe

After the defeat of Napoleon in 1815 at Waterloo, the representatives of European states met at Vienna to draw a settlement that would ensure peace and stability in Europe. They wanted to maintain a balance of power by containing the imperialist policies of nations like France and at the same time setting up a series of states on the boundaries of France.

4. By laying out a balance of power between all the great powers in Europe

All this was achieved through changes in the map of europe. The Bourbon dynasty was restored to power in France. The kingdom of Netherlands was set up in the north, and Genoa was added to Piedmont. Prussia was given new territories while Austria was given control of northern Italy. Russia was given part of Poland while Prussia received a part of Saxony. In this way, the Treaty sought to achieve a balance of power between the great European powers.

want to share! Share this content

Opens in a new window

Nationalism in india mcqs with answers class 10 history cbse, globalisation and indian economy mcqs class 10 economics cbse, political parties: mcqs class 10 social science assertion based questions, gender religion and caste: mcqs questions class 10 political science, this post has one comment.

It is helpful 😁

Case Study Questions Chapter 1 The Rise of Nationalism in Europe

Please refer to the Case Study Questions Chapter 1 The Rise of Nationalism in Europe with answers provided for Class 10 Social Science. These solved case study based questions are expected to come in the Class 10 Economics exam in the current academic year. We have provided Case study for Class 10 Social Science for all chapters here. You should practise these solved case studies to get more marks in examinations.

Chapter 1 The Rise of Nationalism in Europe Case Study Questions Class 10 Social Science

1. Read the source given below and answer the following questions:

Following the defeat of Napoleon in 1815, European governments were driven by a spirit of conservatism. Conservatives believed that established, traditional institutions of state and society – like the monarchy, the Church, social hierarchies, property and the family – should be preserved. Most conservatives, however, did not propose a return to the society of prerevolutionary days. Rather, they realised, from the changes initiated by Napoleon, that modernisation could in fact strengthen traditional institutions like the monarchy. It could make state power more effective and strong. A modern army, an efficient bureaucracy, a dynamic economy, the abolition of feudalism and serfdom could strengthen the autocratic monarchies of Europe. In 1815, representatives of the European powers – Britain, Russia, Prussia and Austria – who had collectively defeated Napoleon, met at Vienna to draw up a settlement for Europe. The Congress was hosted by the Austrian Chancellor Duke Metternich. The delegates drew up the Treaty of Vienna of 1815 with the object of undoing most of the changes that had come about in Europe during the Napoleonic wars. The Bourbon dynasty, which had been deposed during the French Revolution, was restored to power, and France lost the territories it had annexed under Napoleon.

Answer the following MCQs by choosing the most appropriate option.

(i) Who among the following was associated with the Treaty of Vienna of 1815? (a) Bismarck (b) Duke Metternich (c) Louis Philippe (d) Victor Emmaunel II

(ii) After the Napoleon which dynasty was restored in France? (a) Bourbon (b) Mazzini (c) Bouborn (d) none of the above

(iii) Why was the treaty of Vienna (1815) drawn up? (a) To establish tariff barriers (b) To restore the monarchies (c) To divide the German Confederation of 39 states (d) To establish democracies

(iv) Which of the following countries did not attend the Congress of Vienna? (a) Britain (b) Russia (c) Prussia (d) Switzerland

2. Read the source given below and answer the questions that follows:

During the 1830s, Giuseppe Mazzini had sought to put together a coherent programme for a unitary Italian Republic. He had also formed a secret society called Young Italy for the dissemination of his goals. The failure of revolutionary uprisings both in 1831 and 1848 meant that the mantle now fell on Sardinia-Piedmont under its ruler King Victor Emmanuel II to unify the Italian states through war. In the eyes of the ruling elites of this region, a unified Italy offered them the possibility of economic development and political dominance. Chief Minister Cavour who led the movement to unify the regions of Italy was neither a revolutionary nor a democrat. Like many other wealthy and educated members of the Italian elite, he spoke French much better than he did Italian. Through a tactful diplomatic alliance with France engineered by Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859. Apart from regular troops, a large number of armed volunteers under the leadership of Giuseppe Garibaldi joined the fray. In 1860, they marched into South Italy and the Kingdom of the Two Sicilies and succeeded in winning the support of the local peasants in order to drive out the Spanish rulers. In 1861 Victor Emmanuel II was proclaimed king of united Italy. However, much of the Italian population, among whom rates of illiteracy were very high, remained blissfully unaware of liberalnationalist ideology.

(i) Cavour’s contribution to Italian unification was: (a) Diplomatic alliance with the enemies of Austria (b) War with Austrian and Bourbons (c) Diplomatic alliance with France in 1859 and strengthening Sardinia and Piedmont (d) Defeated the Bourbon Kings

(ii) Who amongst the following the Italian leaders was neither a revolutionary nor a democrat? (a) Mazzini (b) Cavour (c) Garibaldi (d) Victor Emmanuel II

(iii) Who was proclaimed King of united Italy in 1861? (a) Victor Emmanuel II (b) Louis Philippe (c) Mazzini (d) Cavour

(iv) Which one of the following is true regarding the ideas promoted by Mazzini? (a) opposition to monarchy and support to democratic republic (b) to establish liberty and freedom under a monarchy (c) disintegration of the German confederation under 39 states (d) censorship of newspapers, books, plays and songs

3. Read the source given below and answer the questions that follow:

The most serious source of nationalist tension in Europe after 1871 was the area called the Balkans. The Balkans was a region of geographical and ethnic variation comprising modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro whose inhabitants were broadly known as the Slavs. A large part of the Balkans was under the control of the Ottoman Empire. The spread of the ideas of romantic nationalism in the Balkans together with the disintegration of the Ottoman Empire made this region very explosive. All through the nineteenth century the Ottoman Empire had sought to strengthen itself through modernisation and internal reforms but with very little success. One by one, its European subject nationalities broke away from its control and declared independence. The Balkan peoples based their claims for independence or political rights on nationality and used history to prove that they had once been independent but had subsequently been subjugated by foreign powers. Hence the rebellious nationalities in the Balkans thought of their struggles as attempts to win back their long-lost independence.

(i) The most serious source of nationalist tension in Europe after 1871 was the area of _____________. (a) Ottoman Empire (b) Balkans (c) Greece (d) Albania

(ii) The Ottoman Empire sought to strengthen itself through: (a) Modernisation (b) internal reforms (c) both (a) and (b) (d) none of the above

(iii) The spread of the ideas of romantic nationalism was responsible for: (a) disintegration of Greece (b) Balkans disintegration from the Ottoman Empire (c) integration of Macedonia (d) none of the above

(iv) The Balkan people based their claims for __________ or __________ on nationality. (a) independence, political rights (b) power sharing, federalism (c) secularism, political rights (d) modernisation, strength

4. Read the source given below and answer the questions that follows:

When the news of the events in France reached the different cities of Europe, students and other members of educated middle classes began setting up Jacobin clubs. Their activities and campaigns prepared the way for the French armies which moved into Holland, Belgium, Switzerland and much of Italy in the 1790s. With the outbreak of the revolutionary wars, the French armies began to carry the idea of nationalism abroad. Within the wide swathe of territory that came under his control, Napoleon set about introducing many of the reforms that he had already introduced in France. Through a return to monarchy Napoleon had, no doubt, destroyed democracy in France, but in the administrative field he had incorporated revolutionary principles in order to make the whole system more rational and efficient. The Civil Code of 1804 – usually known as the Napoleonic Code – did away with all privileges based on birth, established equality before the law and secured the right to property. This Code was exported to the regions under French control. In the Dutch Republic, in Switzerland, in Italy and Germany, Napoleon simplified administrative divisions, abolished the feudal system and freed peasants from serfdom and manorial dues. In the towns too, guild restrictions were removed.

(i) Which one of the following was not the feature of Napoleonic Code? (a) Equality before the law (b) Universal Adult Franchise (c) Right to Property (d) Privileges based on birth

(ii) Match the following

Choose the correct option:

(a) 1-(c), 2-(d), 3-(a), 4-(b) (b) 1-(b), 2-(c), 3-(a), 4-(d) (c) 1-(a), 2-(c), 3-(d), 4-(b) (d) 1-(b), 2-(a), 3-(d), 4-(c)

(iii) The Napoleonic Code was exported to which of the following regions? (a) England (b) Spain (c) Regions under French control (d) Poland

(iv) The Civil Code of 1804 in France is usually known as: (a) The French Revolutionary Code (b) Napoleonic Code (c) European Imperial Code (d) The French Civil Code

5. Read the source given below and answer the questions that follows:

While it is easy enough to represent a ruler through a portrait or a statue, how does one go about giving a face to a nation? Artists in the eighteenth and nineteenth centuries found a way out by personifying a nation. In other words they represented a country as if it were a person. Nations were then portrayed as female figures. The female form that was chosen to personify the nation did not stand for any particular woman in real life; rather it sought to give the abstract idea of the nation a concrete form. That is, the female figure became an allegory of the nation. You will recall that during the French Revolution artists used the female allegory to portray ideas such as Liberty, Justice and the Republic. These ideals were represented through specific objects or symbols. As you would remember, the attributes of Liberty are the red cap, or the broken chain, while Justice is generally a blindfolded woman carrying a pair of weighing scales. Similar female allegories were invented by artists in the nineteenth century to represent the nation. In France she was christened Marianne, a popular Christian name, which underlined the idea of a people’s nation. Her characteristics were drawn from those of Liberty and the Republic – the red cap, the tricolour, the cockade. Statues of Marianne were erected in public squares to remind the public of the national symbol of unity and to persuade them to identify with it. Marianne images were marked on coins and stamps.

(i) What did Germania symbolise? (a) French nation (b) German nation (c) British nation (d) None of the above

(ii) The allegory of the German nation who wears a crown of oak leaves was a: (a) Marianne (b) Union Jack (c) Britannia (d) Germania

(iii) What does a blindfolded woman carrying a pair of weighing scales symbolise? (a) Peace (b) Equality (c) Justice (d) Liberty

(iv) Which of the given aspects signifies the image of ‘Germania’? (a) Fold and Cultural Tradition (b) Auterity and Asceticism (c) Revenge and Vengeance (d) Heroism and Justice

6. Read the source given below and answer the questions that follow:

From the very beginning, the French revolutionaries introduced various measures and practices that could create a sense of collective identity amongst the French people. The ideas of la patrie (the fatherland) and le citoyen (the citizen) emphasised the notion of a united community enjoying equal rights under a constitution. A new French flag, the tricolour, was chosen to replace the former royal standard. The Estates General was elected by the body of active citizens and renamed the National Assembly. New hymns were composed, oaths taken and martyrs commemorated, all in the name of the nation. A centralised administrative system was put in place and it formulated uniform laws for all citizens within its territory. Internal customs duties and dues were abolished and a uniform system of weights and measures was adopted. Regional dialects were discouraged and French, as it was spoken and written in Paris, became the common language of the nation. The revolutionaries further declared that it was the mission and the destiny of the French nation to liberate the peoples of Europe from despotism, in other words to help other peoples of Europe to become nations. When the news of the events in France reached the different cities of Europe, students and other members of educated middle classes began setting up Jacobin clubs. Their activities and campaigns prepared the way for the French armies which moved into Holland, Belgium, Switzerland and much of Italy in the 1790s. With the outbreak of the revolutionary wars, the French armies began to carry the idea of nationalism abroad.

(i) The first clear expression of nationalism came with: (a) The American Revolution (b) The French Revolution (c) The Russian Revolution (d) The Industrial Revolution

(ii) The Estates General was elected by the body of active citizens and it was renamed as: (a) National Assembly (b) Body of Executives (c) Rule of Directory (d) None of these

(iii) The political and constitutional changes brought about by the French Revolution were: (a) it ended the absolute monarchy. (b) it transferred power to a body of the French citizens. (c) it proclaimed that henceforth people would constitute the nation and shape its destiny. (d) all the above.

(iv) The ideas of a United Community enjoying equal rights under a Constitution were expressed by the French as: (a) La Patrie (b) Le Citoyen (c) Both (a) and (b) (d) None of the above

Very Short Answer Type Questions

Question. What was the meaning of liberalism in the early nineteenth century in Europe? OR Explain the meaning of ‘liberalism’. Answer: In the early nineteenth century in Europe, liberalism stood for freedom of the individual and equality of all before the law.

Question. Why did Slavic nationalist struggle in the 19th century? Give one reason. Answer: To define their identity and independence.

Question. Name the Act which resulted in the formation of the United Kingdom of Great Britain. Answer: The Act Of Union 1707 resulted in the formation of the United Kingdom of Great Britain.

Question. Who became the allegory of the German nation? Answer: Germania became the allegory of the German nation.

Question. Why did most ‘conservative regimes’ impose censorship laws to control printed material associated with the French Revolution in 1815? Answer: Most ‘conservative regimes’ imposed censorship laws to control printed material associated with the French Revolution in 1815 because these states were autocratic and thus wanted to preserve the traditional institutions of state and society – like the monarchy, the church, social hierarchies, etc. while freedom of press, if given, would lead to wide circulation of revolutionary ideas. So, censorship was imposed.

Question. What was the main aim of the French revolutionaries ? Answer: The main aim of French revolutionaries was: To create a sense of collective identity amongst the French people.

Question. What is the meaning of concentration camps? Answer: A prison where people are detained without due process of law.

Question. Which country did the artist Frederic Sorrieu belong? Answer: Frederic Sorrieu belonged to France.

Question. Which nation was identifiable in the revolutionary tricolour in Sorrieu’s utopian vision? Answer: The French nation was identifiable in the revolutionary tricolour in Sorrieu’s utopian vision.

Question. Examine the significance of the Statue of Liberty in Frederic Sorrieu’s paintings, ‘The Dream of Worldwide Democratic and Social Republics’ Answer: The Statue of Liberty has been used as an allegory to signify liberty. The painting shows independent nations marching towards the Statue of Liberty, therefore symbolising fraternity among the nations of the world.

Question. Why big European powers met in Berlin in 1885? Answer: European powers met in Berlin in 1885 to complete the carving up of Africa among them.

Question. Explain the aim to form Zollverein, a customs union, in 1834 in Germany. Answer: The aim to form Zollverein (custom union) in 1834 in Germany was to bind Germany economically into a nation.

Question. Why were the Vietnamese provinces like Nghe An and Ha Tinh called as ‘‘electrical fuses’’? Answer: Vietnamese provinces as electrical fuses: These provinces were among the poorest with old radical tradition, when the system was under pressure they were the first to blow.

Question. Who implemented the Civil Code of 1804 in France? Answer: Napoleon Bonaparte implemented the Civil Code of 1804 in France.

Question. Name the Treaty of 1832 that recognised Greece as an independent nation. Answer: The Treaty of Constantinople of 1832 recognised Greece as an independent nation.

Question. Study the picture and answer the question that follows.

Chapter 1 The Rise of Nationalism in Europe

Explain as to what does this image of ‘The courier of Rhineland’ say about Napoleon? Answer: This picture shows the loss of territories under Napoleon after his defeat at Battle of Leipzig in 1813. Explanation: Napoleon in this picture is shown as a postman on his way back to France after he lost the battle of Leipzig in 1813. Each letter dropping out of his bag shows the names of the territories he lost after this battle.

Question. Why was Otto Von Bismarck considered as the architect of the unified Germany ? Answer: Otto Von Bismark as the architect of the unified Germany: He carried out unification with the help of Prussian army and bureaucracy.

Question. Who was called as the architect of Germany’s unification? Answer: Otto Von Bismarck.

Short Answer Type Questions

Question. Read the source given below and answer the questions that follow: Through a return to monarchy, Napoleon had, no doubt, destroyed democracy in France, but in the administrative field he had incorporated revolutionary principles in order to make the whole system more rational and efficient. The Civil Code of 1804 usually known as the Napoleonic Code did away with all privileges based on birth. What changes did the Napoleonic Code bring to the existing social order? Answer: The Napoleonic Code of 1804 ended all privileges based on birth, established equality before the law as well as secured their right to property. This Code was exported to various regions under French control. For example, in Switzerland, Italy and Germany, Napoleon simplified administrative divisions. He abolished the feudal system, freeing peasants from serfdom and manorial dues. He saved the serfs from being tortured and worked for their betterment. In the towns too, Transport and communication system were improved.

Question. “Ideas of national unity in early nineteenth century Europe were closely allied to the ideology of Liberalism.” Analyse the statement. Answer: Ideas of national unity in early nineteenth century Europe were closely allied to the ideology of Liberalism in the following ways: (1) Liberalism stood for freedom for the individual and equality of all before law. It promoted equality and in turn, sentiments of national unity were invoked among Europeans. (2) It emphasised on the concept of government by consent and gave the citizens a chance to choose their leaders and express their opinions. This made them feel closer to their nation. (3) It stood for the end of autocracy and clerical privileges, thereby removing inherent prejudices in the European society. (4) It believed in a constitution-led, representa-tive government which stood for equality and social justice in general. (5) It emphasised the inviolability of private property, rise of socialism and welfare state.

Question. Describe the process of unification of Italy. Answer: Italy was unified after numerous struggles and movements as described below: (1) Italy had a long history of political fragmentation among various dynastic states. Sardinia Piedmont was the only one of seven states ruled by an Italian princely house. (2) Other regions were ruled by non-Italian rulers. The Italian language had multiple regional and local variations. (3) In 1830, Giuseppe Mazzini established a secret society called Young Italy and tried to bring about a revolutionary uprising but failed. Thereafter, war the only resort. (4) Chief Minister Cavour led the movement of unification and diplomatically joined Sardinia-Piedmont, in an alliance with France after defeating the Austrian forces in 1859.. (5) Armed volunteers led by Giuseppe Garibaldi also supported the troops and they marched into South Italy and the Kingdom of Two Sicilies. They were supported by peasants in driving out Spanish rulers. (6) After continuous struggles, Victor Emmanuel II was finally declared the king of unified Italy in 1861.

Question. Describe any three conditions that led to the formation of the British nation state. Answer: Conditions that led to the formation of the British nation state. (1) The Protestant movement which led to the formation of the Church of England became distinct from the Catholic Church. (2) The death of Queen Elizabeth I united the English and Scottish crowns into a single British crown. (3) The Glorious revolution in which the Parliament overthrew King James II and handed the crown to William of Orange. Henceforth, Britain was a constitutional monarchy with real power exercised by the Parliament.

Question. Describe any three features of Napoleonic Code. Answer: Features of Napoleonic Code are: (1) It abolished the feudal system that prevailed in many parts of Europe. (2) It established equality before the law. (3) Under this, ‘Right to Property’ was also given. (4) It abolished serfdom and manorial dues. (5) It abolished all the privileges that were given by birth.

Question. Highlight any three measures and practices that French revolutionaries introduced to create a sense of collective identity among the French. OR Describe any three steps taken by the French revolutionaries to create a sense of collective identity amongst the French people. Answer: To create a sense of collective identity among the French, French revolutionaries took various steps: (1) The ideas of La Patrie (the fatherland) and La Citoyen (the citizen) were emphasised to develop a feeling of brotherhood, equality and belongingness among the French. (2) To invoke feelings of patriotism and national unity, new hyms were composed, oaths were taken and martyrs were commemorated publically. Laws were reformulated to promote equality and uniformity. (3) A new French flag (the tricolor), which brought about the emotions of pride and became a symbol of their nationality, was chosen. (4) An elected body of citizens was renamed as National Assembly. Equal representation was guaranteed.

Question. How was the French part of Hanoi different from the native quarter ? Explain. Answer: Hanoi different from the native part: (1) Latest ideas about architecture and engineering skills were there in Hanoi while native parts were not designed well. (2) Hanoi was built as a beautiful and clean city with wide avenues and sewer system while the native part was not provided with any modern facility. (3) Sewer system was in modern city while native area did not have such facilities.

Question. Describe the role of Otto von Bismarck in the making of Germany. Answer: The role of Otto von Bismarck in the making of Germany is as follows: Nationalist feelings were widespread among middle-class Germans, who, in 1848, tried to unite the different regions of Germany into a nation state governed by an elected parliament. The initiative of German unification was ultimately taken on by the Prussian Chief Minister, Otto von Bismarck, who was also the architect of this process. He planned and executed the entire process with help from the Prussian Army and bureaucracy. Otto Von Bismarck led various wars between Prussia and armies of Austria, Spanish Bourbon kings, etc. The process of unification under the leadership of Otto Von Bismarck ended in Prussian victory after these wars over a period of seven years.

Question. ‘Socially and politically, a landed aristocracy was the dominant class on the continent.’ Justify the statement with arguments. Answer: A landed aristocracy was the dominant class on the continent of Europe because (1) The members of this class were united by a common way of life that cut across regional divisions (2) They had their own estates in the countryside and houses in the towns (3) They spoke French for purposes of diplomacy and in high society. (4) Their families were often connected by ties of marriages.

Question. How did Paul Bernard argue in favour of economic development of Vietnam ? Explain. Answer: Paul Bernard’s arguments in favour of economic development of Vietnam: (1) He argued that the purpose of acquiring colonies was to make profits. (2) Economy was developed and the standard of living of the people improved, they would buy more goods. (3) The market would consequently expand, leading to better profits for French business. (4) To reduce rural poverty and increase agricultural productivity it was necessary to carry out land reforms. (5) To ensure suffcient e mployment, industria- lisation would create more jobs.

Question. How did Britain come into existence as a nation state? Explain. Answer: Before the eighteenth century, there were different ethnic identities with their own culture and politics – English, Welsh, Scots, or Irish. As the English nation’s wealth and power increased, its influence over other island nations also increased. English Parliament had taken the power from the monarchy in 1688. It became instrumental in building the nation state of Britain, with England at its centre. The United Kingdom of Britain was established through the Act of Union in 1707 between England and Scotland. Scotland eventually got suppressed by the English politically and culturally.

Question. How did female figures become an allegory of the nation during the nineteenth century in Europe? Analyse. Answer: Female figures become an allegory of the nation during the nineteenth century in Europe in the following ways: (1) Artists, in the eighteenth and nineteenth centuries, often made efforts to represent a country as if it were a person. Female figures were chosen to express an abstract idea of a nation. These female figures, thus, became an allegory of the nation. (2) In France, the female figure was christened Marianne, which was characterised by liberty and the republic through the red cap, the tricolour and the cockade. Statues of Marianne stood in public squares to remind people of the national symbol of unity. (3) In Germany, the female figure – Germania – became the allegory of the German nation. In visual representations, Germania wore the crown of oak leaves, as the German oak stood for heroism.

Question. How did nationalism develop through culture in Europe ? Explain. OR “Culture played an important role in the development of nationalism in Europe during the eighteenth and nineteenth centuries.” Support the statement with examples. Answer: Nationalism developed through culture in Europe: (1) Culture played an important role in creating the idea of the nation, art and poetry, stories and music helped to express and shape nationalist feelings. (2) Romanticism a cultural movement which sought to develop a particular form of nationalist sentiment. Romantic artists and poets generally criticized the glorification of reason and science and focussed instead on emotions, intuition and mystical feelings. (3) German philosopher Johann Gottfried Herder claimed that true German culture was to be discovered among the common people- das volk. It was through folk songs, folk poetry and folk dances that the true spirit of a nation was popularized. (4) The emphasis on vernacular language and the collection of local folklore was used to carry the modern nationalist message to large audiences who were mostly illiterates.

Question. Ideas of national unity in early nineteenth century Europe were closely allied to the ideology of liberalism. What did it mean for the middle class in France? Explain. OR Describe the ideology of liberalism during early 19th century. Answer: Ideology of liberalism in France: (1) For the new middle classes liberalism stood for freedom for the individual and equality of all before the law. (2) Politically it emphasized the right to vote, government by consent and universal suffrage. (3) It stood for the end of autocracy and clerical privileges. (4) Asked for constitution and representative government through parliament.

Question. What were the main provisions of the Treaty of Vienna held in 1815? Answer: Provisions of the Treaty of Vienna held in 1815: (1) The Bourbon dynasty was restored to power. (2) France lost the territories it had annexed under Napoleon. (3) A series of states were set up on the boundaries of France to prevent French expansion in future. (4) Prussia was given new territories including Saxony on the western border, Austria to control northern Italy, Russia to get Poland while no change was done in German confederation of 39 states.

Long Answer Type Questions

Question. ‘The 1830s were years of great economic hardship in Europe.’ Examine. Answer: Europe faced economic hardships in the 1830s because of the following reasons: (1) The first half of the nineteenth century saw an enormous increase in population all over Europe. (2) In most of the countries there were more seekers of jobs than employment. (3) Small producers in towns were often faced with stiff competition from imports of cheap machine-made goods from England. (4) Population from rural areas migrated to the cities to live in overcrowded slums. (5) Europe was still under the aristocracy; peasants struggled under the burden of feudal dues and obligations. (6) The rise of food prices or a year of bad harvest led to widespread poverty in town and country.

Question. Who hosted Vienna Congress in 1815? Analyse the main changes brought by the Vienna Treaty. Answer: Chancellor Duke Metternich hosted Vienna Congress in 1815. The following changes were made: (1) The Bourbon dynasty, which had been deposed during the French Revolution, was restored to power and France lost the territories it had annexed. (2) A series of states were set up on the boundaries of France to prevent the French expansion in future. (3) The kingdom of the Netherlands, which included Belgium, was set up in the North and Genoa was added to Piedmont in the South. (4) Prussia was given important new territories on its Western frontiers. (5) Austria was given control of Northern Italy. (6) The German confederation of 39 states that had been set up by Napoleon was left untouched.

Question. Examine the ‘nation state building’ process in Germany after 1848. OR Describe the unification process by which Germany unified as a nation state. Answer: The process of nation state building in Germany took place in the following manner: (1) Nationalist feelings were widespread among middle class Germans who tried to unite the different regions of the German confederation into a nation state governed by an elected parliament. (2) The liberal initiative of nation building was repressed by the combined forces of the monarchy and the military. (3) Prussia took on the leadership of the movement for national unification. Its Chief Minister, Otto Von Bismarck was the architect of this process, which was carried out with the help of the Prussian Army and bureaucracy. (4) Three wars for over seven years ended in Prussian victory and completed the process of unification. (5) In January 1871, the Prussian King, William-I, was proclaimed the German emperor in a ceremony held at Versailles.

Question. Describe any five steps taken by the French for the development of the ‘Mekong Delta Region’. Answer: Steps taken by the French for the development of the ‘Mekong Delta region’ were: (1) The French built canals to drain lands in the Mekong delta to increase cultivation (2) The vast system of irrigation workscanals and earthworks-built mainly with forced labour increased the nice production. (3) It allowed export of Rice to the international market. (4) The area under Rice cultivation went up (from 2,74,000 hectares in 1873 to 2.2 million hectares in 1930). (5) Vietnam exported 2/3 of its Rice production and became the third largest exporter of Rice in the world.

Question. Explain various stages of unification of Germany. Answer: Unification of Germany: (1) Prussia took over the leadership of the movement for national unification. The architect of this process was its chief minister, Otto von Bismarck, carried out with the help of the Prussian army and bureaucracy. (2) Prussia had three wars over seven years with Austria, Denmark and Francecompleted the process of German unification. (3) In January 1871, the Prussian King, William I, was proclaimed German Emperor. An assembly was held to proclaim the new German Empire. The process of nationbuilding demonstrated the dominance of Prussian state power. (4) The currency, banking, legal and judicial system in Germany were modernised.

Question. Describe any five economic hardships faced by Europeans during the mid-nineteenth century. Answer: The economic hardships faced by Europeans during the mid-nineteenth century are: (1) As an enormous increase in population was witnessed all over Europe, there were more job seekers than employment opportunities. Population from rural areas often migrated to cities to live in overcrowded slums. (2) Small producers in towns were faced with stiff competition from imports of cheap machine-made goods from England, where industrialisation was more advanced. For example – This was the situation in case of textile production, which was mainly carried out in homes or small workshops and was only partly mechanised. (3) In the regions of Europe, where the aristocracy enjoyed power, peasants struggled under the burden of feudal dues and obligations. (4) The rise of food prices or a year of bad harvest led to widespread pauperism in town and country. For example – In 1848, food shortages and widespread unemployment brought the population of Paris out on the roads. (5) In 1845, weavers in Silesia revolted against contractors who supplied them raw material and gave them orders for finished textiles but drastically reduced their pay.

Question. “Nationalism no longer retained its idealistic liberal democratic sentiment by the last quarter of the nineteenth century in Europe.” Analyse the statement with examples. Answer: Nationalism no longer retained its idealistic liberal democratic sentiment by the last quarter of the nineteenth century in Europe because: (1) Nationalist groups became increasingly intolerant, which lead to war. (2) Major European powers manipulated the nationalist aspirations to further their own imperialist aims. (3) The source of nationalist tension in Europe was an area called Balkans. (4) Idea of romantic nationalism in the Balkan together with a disintegration of the Ottoman Empire made this region very explosive. (5) One by one, European nationalities broke away from its control and declared independence. (6) Balkan people based their claims for independence or political rights on nationality to prove that they were once interdependent but were subjugated by foreign power. (7) Slavic nationalities struggled to define their identity and independence and the Balkan area became an area of intense conflict.

Question. How did the Greek War of Independence mobilise nationalist feelings among the educated elite across Europe? Explain. Answer: The growth of revolutionary nationalism in Europe motivated the Greeks to a start a struggle for independence in 1821. Greece had been a part of the Ottoman empire since the fifteenth century. The struggle inspired the educated elite class of Europe and filled them with nationalistic zeal. Literature mibilised public opinion to support struggle against a Muslim empire. Greek citizens who were living in exile supported them, and poets and artists lauded Greece as the cradle of European civilisation. As a result, nationalistic sentiments were invoked among the educated elites of Greece like Lord Byron, an english poet, who raised funds and even participated in the war.

Question. Explain any five reforms introduced by Napoleon in the regions under his control. Answer: Reforms introduced by Napoleon in the regions under his control are: (1) The Civil Code (1804) abolished all kinds of privileges based on birth, thereby establishing equality before the law and securing the right to property. (2) Napoleon simplified administrative divisions. (3) The feudal system was abolished and the peasants were freed from serfdom and manorial dues. Guild restrictions were done away with. (4) Further, the basic means of communication and transport facilities were improved to carry out smooth administration at all levels. (5) Uniform laws were introduced and weights and measures were standardised along with a common national currency. (6) This enabled farmers, artisans and industrialists to freely and smoothly carry out the movement and exchange of goods and capital from one region to another.

Question. Describe any five measures introduced by the French revolutionaries to create a sense of collective identity amongst the French people. OR Analyse the measures and practices introduced by the French revolutionaries to create a sense of collective identity amongst the French people. Answer: The measures and practices introduced by the French revolutionaries to create a sense of collective identity amongst the French people were: (1) They introduced the ideas of la patrie (the fatherland) and le citoyen (the citizens) that emphasised on the notion of a united community enjoying equal rights under a constitution. (2) The former royal standard flag was replaced with the new tricolour French flag. (3) They started electing the Estates General and renamed it as the National Assembly. (4) They composed hymns, took oaths and commemorated martyrs, all in the name of the nation. (5) They installed a centralised administrative system and formulated uniform laws for all citizens within its territory. (6) They abolished internal custom duties and followed a uniform system of weights and measures. (7) They discouraged speaking regional dialects and made French as the national language.

Question. Why was the period of 1848 considered as phase of the revolution of the Liberals in Europe? Explain. Answer: The period of 1848 consider as phase of the Revolution of the Liberals in Europe: (1) Events of February 1848 in France had brought about the abdication of the monarch and a republic based on universal male suffrage had been proclaimed. (2) Germany, Italy, Poland, the Austro-Hungarian Empire – men and women of the liberal middle classes combined their demands for constitutionalism with national unification. (3) They took advantage of the growing popular unrest to push their demands for the creation of a nation-state on parliamentary principles – a constitution, freedom of the press and freedom of association. (4) In the German regions a large number of political associations whose members were middle-class professionals, businessmen and prosperous artisans came together in the city of Frankfurt and decided to vote for an all-German National Assembly. (5) The middle classes who resisted the demands of workers and artisans and consequently lost their support. In the end troops were called in and the assembly was forced to disband. (6) The issue of extending political rights to women was a controversial one within the liberal movement, in which large numbers of women had participated actively over the years. (7) Women had formed their own political associations, founded newspapers and taken part in political meetings and demonstration.

Question. Highlight the reasons for the growth of nationalist tensions in the Balkan region before the First World War. OR How did Balkans become the most serious source of nationalist tension in Eurpoe after 1971? Explain. Answer: The Balkans (1) The Balkan was a region of geographical and ethnic variations comprising of modernday Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia- Herzegovina Slovenia, Serbia and Montenegro. The inhabitants were called Slavs (2) The spread of romantic nationalism lead to its disintegration. (3) Different Slavic nationalities struggled to define their identity (4) Balkan region became a region of intense conflict over expansion of territory. (5) At the same time, the great European Powers- Russia, Germany, England and Austro-Hungary were keen on taking the control of the Balkan region, since it was important from trade point of view. (6) This led to the series of wars in the region and finally became the cause of the First World War.

Question. Read the extract and answer the questions that follow: The ideas of national unity in earlynineteenth- century. Europe were closely allied to the ideology of liberalism. In the economic sphere, liberalism stood for the freedom of markets and the abolition of state-imposed restrictions on the movement of goods and capital. During the nineteenth century this was a strong demand of the emerging middle classes. Napoleon had created a confederation of 39 states. Each of them had their own currency, weights and measures. A customer travelling from Hamburg to Nuremberg in 1833 to sell his goods had to pass through 11 customs barrier and pay a customs duty of about 5 percent at each one of them. Duties were often levied according to the weight or measurement of the goods. The measure of cloth, was the elle which in each region stood for a different length. An elle of textile in Frankfurt got a person 54.7 cm of cloth, in Mainz 55.1 cm, in Nuremberg 65.6 cm, in Freiburg 53.5 cm. (A) Who was Napoleon? (B) Explain what do you mean by Liberalism in your own words. (C) Why was trading in nineteenth century a tedious process? Answer: (A) Napoleon Bonaparte was a famous French statesman and military leader who led several successful campaigns during the French Revolutionary Wars and conquered various countries in Europe, incorporated Napoleonic Code establishing equality before law. (B) According to me, Liberalism stands for easing of implied restrictions, the restrictions might be political, social or even economical. To be liberal means to be more accommodative of new emerging practices. In economic sphere, it stood for freedom of markets and the abolition of state imposed restrictions on the movement of goods and capital. (C) Trading in 19th century was tedious because of the multiple units and standards of weights and measures found in each of the 39 states of the confederation created by Napoleon. Each had their own currency as well. Duties were often levied according to the weight or measurement of goods. As each region had its own system of weights and measures, it took a lot of time in conversion and final calculation.

Question. How were ideas of national unity in the early nineteenth century Europe allied to the ideology of liberalism? Explain. Answer: The ideas of national unity in the early nineteenth century Europe allied to the ideology of liberalism in various ways: (1) With the invention of railway, mobility was stimulated resulting in harnessing economic interest for national unification. (2) The concept of government by consent was emphasised by liberals. (3) Liberals supported the creation of a unified economic territory. (4) Liberals stood for individual freedom and equality of all before law for the new middle class. (5) Liberalism stood for the end of autocracy and special privileges.

Case Study Questions Chapter 1 The Rise of Nationalism in Europe

Two Stories About Flying Class 10 English Important Questions

How do the Organisms Reproduce Class 10 Science Important Questions

Human Eyes and Colourful World Class 10 Science Important Questions

Gurukul of Excellence

Classes for Physics, Chemistry and Mathematics by IITians

Join our Telegram Channel for Free PDF Download

Case Study Questions for Class 10 Social Science History Chapter 1 The Rise of Nationalism in Europe

Last modified on: 1 year ago
Reading Time: 10 Minutes

Here we are providing case study questions for Class 10 Social Science History Chapter 1 The Rise of Nationalism in Europe.

Case Study Question 1:

In 1848, Frédéric Sorrieu, a French artist, prepared a series of four prints visualising his dream of a world made up of ‘democratic and social Republics’, as he called them. As you would recall, artists of the time of the French Revolution personified Liberty as a female figure-here you can recognise the torch of Enlightenment she bears in one hand and the Charter of the Rights of Man in the other. On the earth in the foreground of the image lie the shattered remains of the symbols of absolutist institutions. In Sorrieu’s utopian vision, the peoples of the world are grouped as distinct nations, identified through their flags and national costume. Leading the procession, way past the statue of Liberty, are the United States and Switzerland, which by this time were already nation-states. France, identifiable by the revolutionary tricolour, has just reached the statue. The concept and practices of a modern state, in which a centralised power exercised sovereign control over a clearly defined territory, had been developing over a long period of time in Europe. But a nation-state was one in which the majority of its citizens, and not only its rulers, came to develop a sense of common identity and shared history or descent.

Answer the following MCQ by choosing the most appropriate options:

(i) What was the theme of painting made by French artist? (a) Constitutional Monarchy (b) Absolute Monarchy (c) True democracy (d) Democratic and Social Republic

(ii) The utopian vision of French artist Frédéric Sorrieu was (a) The peoples of the world are grouped as distinct nations, identified through their flags and national costume. (b) Leading the procession, way past the statue of Liberty, as the United States and Switzerland, which by this time were already nation-states. (c) France, identifiable by the revolutionary tricolour, has just reached the statue. (d) The concepts and practices of a modern state, in which a centralised power exercised sovereign control over a clearly defined territory.

(iii) French Revolution personified Liberty as a female figure, she bears the torch of Enlightenment in one hand and ……….. in the other. (a) Charter of Rights of Man (b) Constitution (c) Charter of Rights of Woman (d) Bible

(iv) Which of the following pairs represent two nation states? (a) United States and Switzerland (b) Britain and Italy (c) Spain and Portugal (d) Japan and Turkey

Tips to prepare for case study questions for class 10 social science.

Preparing for case study and passage-based questions in class 10 social science can be challenging, but it is important to remember that with the right approach, you can effectively tackle these types of questions. Here are some steps you can take to prepare for case study questions for class 10 social science:

Understand the format of case study questions: Case study questions for class 10 social science usually require you to read a scenario or a passage and answer a set of questions based on it. These questions can be based on various topics like history, geography, economics, or civics.
Read and analyze the case study or passage carefully: The first step in answering case study questions is to read the scenario or passage carefully. Try to identify the main idea or theme of the passage and note down any important details that you think are relevant. Pay attention to any maps, graphs, or charts that are included as they can be helpful in answering the questions.
Identify the type of questions being asked: After reading the case study or passage, you should analyze the questions being asked. Try to identify the type of question, whether it is a factual question or an analytical question. Factual questions require you to provide specific details from the passage, while analytical questions require you to use your critical thinking skills to analyze the information presented in the passage.
Use your textbook and notes: To prepare for case study questions for class 10 social science, it is important to have a thorough understanding of the topics covered in your textbook. Go through your notes and textbook to revise the relevant topics and concepts. This will help you to answer the questions more accurately.
Practice sample questions: One of the best ways to prepare for case study questions is to practice answering sample questions. Try to find sample questions online or in your textbook and practice answering them. This will help you to get comfortable with the format of the questions and improve your speed and accuracy.

Download CBSE Books

Exam Special Series:

Sample Question Paper for CBSE Class 10 Science (for 2024)
Sample Question Paper for CBSE Class 10 Maths (for 2024)
CBSE Most Repeated Questions for Class 10 Science Board Exams
CBSE Important Diagram Based Questions Class 10 Physics Board Exams
CBSE Important Numericals Class 10 Physics Board Exams
CBSE Practical Based Questions for Class 10 Science Board Exams
CBSE Important “Differentiate Between” Based Questions Class 10 Social Science
Sample Question Papers for CBSE Class 12 Physics (for 2024)
Sample Question Papers for CBSE Class 12 Chemistry (for 2024)
Sample Question Papers for CBSE Class 12 Maths (for 2024)
Sample Question Papers for CBSE Class 12 Biology (for 2024)
CBSE Important Diagrams & Graphs Asked in Board Exams Class 12 Physics
Master Organic Conversions CBSE Class 12 Chemistry Board Exams
CBSE Important Numericals Class 12 Physics Board Exams
CBSE Important Definitions Class 12 Physics Board Exams
CBSE Important Laws & Principles Class 12 Physics Board Exams
10 Years CBSE Class 12 Chemistry Previous Year-Wise Solved Papers (2023-2024)
10 Years CBSE Class 12 Physics Previous Year-Wise Solved Papers (2023-2024)
10 Years CBSE Class 12 Maths Previous Year-Wise Solved Papers (2023-2024)
10 Years CBSE Class 12 Biology Previous Year-Wise Solved Papers (2023-2024)
ICSE Important Numericals Class 10 Physics BOARD Exams (215 Numericals)
ICSE Important Figure Based Questions Class 10 Physics BOARD Exams (230 Questions)
ICSE Mole Concept and Stoichiometry Numericals Class 10 Chemistry (65 Numericals)
ICSE Reasoning Based Questions Class 10 Chemistry BOARD Exams (150 Qs)
ICSE Important Functions and Locations Based Questions Class 10 Biology
ICSE Reasoning Based Questions Class 10 Biology BOARD Exams (100 Qs)

✨ Join our Online JEE Test Series for 499/- Only (Web + App) for 1 Year

✨ Join our Online NEET Test Series for 499/- Only for 1 Year

Discover more from Gurukul of Excellence

Subscribe now to keep reading and get access to the full archive.

Type your email…

Book Solutions
State Boards

Case Study Questions Class 10 Social Science History Chapter 1 The Rise of Nationalism in Europe

CBSE Class 10 Case Study Questions Social Science History The Rise of Nationalism in Europe. Important Case Study Questions for Class 10 Board Exam Students. Here we have arranged some Important Case Base Questions for students who are searching for Paragraph Based Questions The Rise of Nationalism in Europe.

At Case Study Questions there will given a Paragraph. In where some Important Questions will made on that respective Case Based Study. There will various types of marks will given 1 marks, 2 marks, 3 marks, 4 marks.

Case Study 1

Rise of nationalism in Europe

1) Nationalism is a profound allegiance to one’s nation. Its early stages involve the aspiration to establish a country that is free from foreign domination. The emergence of modern nations such as England and France occurred during the Hundred Years’ War in the late Middle Ages, when people began to develop loyalties to their countries instead of local feudal lords. Nationalism was introduced to the Americas in the late 1700s and early 1800s, when European colonies overthrew foreign control. Greece gained its independence from the Ottoman Empire of Turkey in 1830, but much of Europe remained divided into various small kingdoms, baronies, and dukedoms during the early 1800s. Italy and Germany, for instance, did not exist as nations at that time.

As a result of intermarriages between European royal families, people often found themselves governed by foreigners who did not even speak the same language as their subjects. Driven by Enlightenment ideals and aspirations for democracy, people yearned for change. They desired to belong to nations that reflected their own culture, history, language, religion, and traditions. Nationalism became the most potent political force of the 1800s, and much of the century’s history is a narrative of people’s struggles to liberate themselves from foreign control.

Q1) What are the factors related to rise of nationalism in Europe? Mark 2

Answer The rise of nationalism in Europe in 1871 was driven by several factors:

Unification movements in Italy and Germany, The decline of multi-ethnic empires, Economic and industrial growth, Promotion of national cultures, The spread of liberal and democratic ideals, The aftermath of the Franco-Prussian War.

Q2) What do you understand by the term Balkan Regions? Mark 2

Answer The term “Balkan regions” refers to a historically and geographically complex area in Southeastern Europe known as the Balkan Peninsula. It includes countries like Bulgaria, Romania, Albania, and parts of Greece, Serbia, and others. The region has a history of ethnic, political, and cultural diversity, as well as occasional conflict.

Case Study 2

2) The German Confederation, consisting of over 30 German states, was primarily dominated by the Austrian Empire. However, it was the state of Prussia that ultimately spearheaded the unification of Germany.

In the year 1862, King Wilhelm I of Prussia appointed Otto von Bismarck as his prime minister. Bismarck was known for his political philosophy called “realpolitik,” which prioritized practical objectives over idealistic notions. This philosophy drove Bismarck to employ any means necessary to achieve his goals.

Under Bismarck’s leadership, the government of Prussia underwent a significant transformation. Bismarck famously addressed his Parliament, emphasizing that the crucial issues of the time would not be resolved through mere speeches and resolutions, but rather through the use of force and determination.

Bismarck initiated the Seven Weeks War against Austria, resulting in the acquisition of additional territory for Prussia. Subsequently, he orchestrated a conflict with France over border states in 1870, known as the Franco-Prussian War. The triumph of Prussia in this war marked the final step towards the unification of the German state.

Q1) What was the role of army in forming the state of Germany? Mark 2

Answer The role of the army, particularly the Prussian military, was crucial in the formation of the state of Germany in the 19th century. Under the leadership of figures like Otto von Bismarck, the Prussian army played a central role in unifying the German states through a series of strategic wars and diplomatic maneuvers, ultimately leading to the establishment of the German Empire in 1871.

Q2) What was the liberal initiative to nation building? Mark 2

Answer The liberal initiative in nation-building emphasized individual rights, representative government, and rule of law. It sought to create a shared national identity based on principles like liberty, equality, and fraternity. In the 19th century, this ideology played a significant role in the formation of modern nation-states and the promotion of democratic institutions.

Case Study 3

3) The formation of the Kingdom of Italy can be traced back to the merger of the Kingdom of Sicily and the Kingdom of Naples, which was also officially referred to as the Kingdom of Sicily. Given that both kingdoms shared the same name, they were collectively known as the “Two Sicilies”. Meanwhile, the Kingdom of Sardinia had been under the control of Spain and France in the north. In 1852, Count Cavour was appointed as the Prime Minister of the state and sought to unify Italy through political negotiation and conflict. He formed an alliance with France and orchestrated a war with Austria, which resulted in the acquisition of more land for the kingdom.

In the southern part of Italy, Italian nationalists were led by Giuseppe Garibaldi, who commanded the Red Shirts army. They successfully captured the island of Sicily and proceeded to conquer the southern regions of Italy. Eventually, they agreed to unite with Piedmont-Sardinia in the north and handed over power to Victor Emmanuel II of Sardinia. Subsequently, the Austrian province of Venetia, which was home to the city of Venice, also joined the kingdom.

Finally, the Papal States, a vast region of central Italy under the control of the Pope and the Roman Catholic Church, came under Italian control. This led to the city of Rome becoming the new capital of a united Kingdom of Italy.

Q1) What was the role of Giuseppe Mazzini in formation of Italian Republic? Mark 2

Answer Giuseppe Mazzini was a prominent Italian nationalist and leader of the “Young Italy” movement in the 19th century. He played a vital role in promoting the idea of a united Italian republic. His advocacy for Italian unity and independence inspired others, contributing to the eventual unification of Italy in 1861.

Q2) Which was the first region to become a part of unified Italy? Which was the last region to join? In which year did the largest number of states join? Mark 2

Answer The first region to become a part of unified Italy was Piedmont-Sardinia, which was the base for the Italian unification under the leadership of figures like Count Cavour. The last region to join was Venetia, which happened after the Austro-Prussian War in 1866. The largest number of states joined in 1860.

Case Study 4

4) The emergence of a symbolic national identity became a pressing concern for various racial, ethnic, and linguistic groups across Europe during a time marked by the rise of mass politics, the decline of traditional social elites, widespread discrimination, and xenophobia. Even within the Habsburg monarchy, different peoples developed a more mass-oriented, radical, and exclusive form of nationalism. Surprisingly, this trend extended to the Germans and Magyars, who actually benefited from the power structure of the empire. On the fringes of Europe, particularly in Ireland and Norway, movements advocating for national independence grew increasingly vocal. In 1905, Norway successfully achieved independence from Sweden, while attempts to grant Ireland a degree of autonomy faltered due to deep-seated divisions between the Catholic and Protestant populations on the island. Prior efforts by Poland to gain independence from Russia had also proven unsuccessful, with Poland being the sole European country to experience a gradual reduction in autonomy throughout the 19th century as a consequence of failed uprisings. In 1831, Poland lost its status as a formally independent state and was absorbed into Russia as a real union country. By 1867, it had been reduced to nothing more than another Russian province. Faced with internal and external resistance to assimilation, as well as a surge in xenophobic anti-Semitism, the stateless Jewish population of Eastern and Central Europe began to advocate for their own national home and refuge.

Q1) What did Liberal Nationalism Stand for? Mark 2

Answer Liberal nationalism stood for the promotion of individual rights, representative government, and the rule of law within a framework of national identity. It aimed to create cohesive, democratic nation-states where citizens shared common values, fostering the principles of liberty, equality, and self-determination during the 19th-century wave of nationalism in Europe.

Q2) Who were the Revolutionaries in context of nationalism in Europe? Mark 2

Answer Revolutionaries in the context of European nationalism were individuals and groups who advocated for radical and often violent means to achieve national independence and sovereignty. They included figures like Giuseppe Garibaldi in Italy and Lajos Kossuth in Hungary. They played a role in the uprisings and revolutions of the mid-19th century, striving for national autonomy.

Case Study 5

5) The French Revolution, which took place from 1789 to 1799, was a significant period in history characterized by political reform and violence. Its impact extended beyond France, influencing nations worldwide. This revolution marked a widespread transition from monarchies to republican and democratic governments, a movement that had already begun in the late eighteenth century. While the revolution had its flaws, it also played a crucial role in dismantling age-old power structures not only within France and Europe but also within their colonies. It demonstrated that ordinary people possessed the ability to wield political power and completely transform a nation. Additionally, the French Revolution greatly contributed to the rise of Napoleon Bonaparte, who assumed leadership after the monarchy was overthrown.

During the eighteenth century, France experienced political and economic turmoil, leading to widespread discontent and a strong opposition to the monarchy. This environment set the stage for a revolution. The French Revolution was driven by various factors, with the primary motive being the need for political change that would address the demands of the majority, namely the common people. This desire translated into a call for a reduction in the king’s powers and the transfer of more authority to the general citizenry.

Q1) What steps did the French revolutionaries take to create a sense of collective identity among the French people. Mark 2

Answer French revolutionaries took several steps to create a sense of collective identity among the French people. They introduced the metric system, abolished feudal privileges, and promoted the French language. Additionally, the adoption of the tricolor flag, the Marseillaise anthem, and the concept of “citizen” helped foster a unified national identity during the French Revolution.

Q2)What changes did Napoleon introduce to make the administrative system more efficient in the territories ruled by him? Mark 2

Answer Napoleon introduced efficient administrative reforms in his territories, creating the Napoleonic Code, which standardized laws. He established a centralized administrative structure with appointed prefects. Positions were awarded based on merit, tax systems were simplified, and public education expanded. His rule also promoted religious tolerance and reduced the influence of the Catholic Church

Also See: Nationalism in India

We have a strong team of experienced Teachers who are here to solve all your exam preparation doubts

Sikkim scert class 4 evs chapter 2 games we play solution, sikkim scert class 4 evs chapter 1 changing families solution, assam scert class 8 geography and economics chapter 1 solutions, tripura board class 6 bengali solutions chapter 2 তালগাছ.

Username or Email Address

Remember Me

Class 6 Maths
Class 6 Science
Class 6 Social Science
Class 6 English
Class 7 Maths
Class 7 Science
Class 7 Social Science
Class 7 English
Class 8 Maths
Class 8 Science
Class 8 Social Science
Class 8 English
Class 9 Maths
Class 9 Science
Class 9 Social Science
Class 9 English
Class 10 Maths
Class 10 Science
Class 10 Social Science
Class 10 English
Class 11 Maths
Class 11 Computer Science (Python)
Class 11 English
Class 12 Maths
Class 12 English
Class 12 Economics
Class 12 Accountancy
Class 12 Physics
Class 12 Chemistry
Class 12 Biology
Class 12 Computer Science (Python)
Class 12 Physical Education
GST and Accounting Course
Excel Course
Tally Course
Finance and CMA Data Course
Payroll Course

Interesting

Learn English
Learn Excel
Learn Tally
Learn GST (Goods and Services Tax)
Learn Accounting and Finance
GST Tax Invoice Format
Accounts Tax Practical
Tally Ledger List
GSTR 2A - JSON to Excel

Are you in school ? Do you love Teachoo?

We would love to talk to you! Please fill this form so that we can contact you

You are learning...

Chapter 1 Class 10 History - Rise of Nationalism in Europe

Click on any of the links below to start learning from Teachoo ...

Do you want to learn about the rise of nationalism in Europe? 🙋‍♀️

If you are a Class 10 student , you know how important history is for your academic and personal growth. History is not only a subject, but also a story, a lesson, and a legacy . History helps you to learn about the past, understand the present, and shape the future. 🌟

But learning history can be boring, confusing, and overwhelming, especially if you don't have the right guidance, resources, and practice. That's why we have created a comprehensive and engaging Class 10 History Chapter 1 Class 10 History Rise of Nationalism in Europe course for you. 🙌

Our course covers all the topics and concepts that you need to ace your Class 10 History Chapter 1 Class 10 History Rise of Nationalism in Europe exams and beyond. You will learn from the best teachers, who have years of experience and expertise in teaching history. You will also get access to highquality study materials, such as notes, videos, quizzes, and assignments. 📚

But that's not all. Our course also helps you to develop your critical thinking, analytical writing, and historical awareness skills. You will learn how to analyze and interpret different sources of historical information, such as maps, documents, images, etc. You will also learn how to write effective answers to different types of questions, such as factual, inferential, evaluative, etc. 🖋️

By the end of our course, you will be able to:

Understand the meaning and significance of nationalism in Europe
Trace the emergence and development of nationalism in various European countries
Explain the role of culture, ideology, and revolution in shaping nationalism
Compare and contrast different forms of nationalism, such as liberal, conservative, radical, etc.
Appreciate the impact and legacy of nationalism on Europe and the world
Have fun and enjoy learning history! 😊

So what are you waiting for? Join our Class 10 History Chapter 1 Class 10 History Rise of Nationalism in Europe course today and start your journey towards becoming a history lover. 💯

MCQ Questions (1 Marks)

Assertion reasoning, picture based questions (mcq), other 1 mark questions, fill in the blanks (mcq), correct the statements (mcq), past year questions - 3 marks, past year questions - 5 marks, case based questions.

What's in it?

Hi, it looks like you're using AdBlock :(

Please login to view more pages. it's free :), solve all your doubts with teachoo black.

RS Aggarwal
ML Aggarwal
Merchant of Venice
NCERT Books
Questions and Answers
NCERT Notes
Important Questions
The Rise of Nationalism in Europe

Revision Notes for Chapter 1 The Rise of Nationalism in Europe Class 10 History

Ncert solutions for chapter 4 the age of industrialisation class 10 history, related chapters.

Nationalism in India
The Making of a Global World
The Age of Industrialisation (Periodic Assessment only)
Print Culture and the Modern World

Report a problem

Question is incorrect
Answer is Incorrect
Spelling Mistakes
Not explained in detail

The Rise of Nationalism in Europe Class 10 History Chapter 1 Extra Questions and Answers

CBSE Class 10 History Chapter 1 The Rise of Nationalism in Europe Extra Questions and Answers is available here. Students can learn and download PDF of these questions for free. These extra questions and answers are prepared by our expert teachers as per the latest NCERT textbook and guidelines. Learning these questions will help you to score excellent marks in the board exams.

The Rise of Nationalism in Europe Class 10 Extra Questions History Chapter 1

Very short answer type questions.

1. Who was Frederic Sorrieu?

Answer: Frederic Sorrieu was a French artist, who prepared a series of four prints, visualising his dream of a world made up of democratic and social republics.

2. To which country did the artist Frederic Sorrieu belong?

Answer: Artist Frederic Sorrieu belonged to France.

3. Why did French artist, Frederic Sorrieu prepare a series of print based on democratic and socialist republics in 1848? [CBSE Sample Paper-2017]

Answer: To depict his Utopian vision where the people of the world are grouped as distinct nations, identified through flag and national costumes offering homage to the Statue of Liberty.

4. What does ‘Absolutist’ mean?

Answer: Precisely, a government or system of rule that has no restraints on the power exercised. In history, the term refers to a form of monarchical government that was centralised, militarised and repressive.

5. What was the concept of a ‘modern state’?

Answer: A centralised power exercised sovereign control over a clearly defined territory.

6. What does ‘Nation-state’ mean?

Answer: A nation state was the one in which the majority of its citizens and not only its rulers, came to develop a sense of common identity and shared history or descent.

7. What do the ideas of ‘la Patrie’ and ‘le Citoyen’ emphasize?

Answer: The ideas of ‘la Patrie’ and ‘le Citoyen’ emphasised the notion of a united community enjoying equal rights under a constitution.

8. Which new name was given to ‘The Estates General’?

Answer: ‘National Assembly’.

9. When did industrialisation begin in England and other parts of Europe?

Answer: Industrialisation began in England in the second half of the 18th century, but in France and parts of German states, it occurred only during the 19th century.

10. Which new social groups emerged after industrial revolution?

Answer: A working class population, and middle classes made up of industrialists, businessmen, professionals.

11. What is the origin of the word ‘Liberalism’? What did it mean?

Answer: The term ‘Liberalism’ is derived from the latin root ‘liber’, meaning free.

12. What was the meaning of the word ‘Liberalism’ for the new middle classes?

Answer: For the new middle classes, liberalism stood for freedom of the individual and equality of all before the law. Politically, it emphasised the concept of government by consent.

13. What was the strong demand of the emerging middle classes in Europe during nineteenth century? [CBSE (F) 2016]

Answer: The strong demand of emerging middle class in Europe was freedom of markets and the abolition of state imposed restrictions on the movement of goods and capital.

14. How did liberalism stand in the economic sphere?

Answer: In the economic sphere, liberalism stood for the freedom of markets and the abolition of state–imposed restrictions on the movement of goods and capital.

15. What was Zollverein?

Answer: In 1834, a customs union or Zollverein was formed at the initiative of Prussia and was joined by most of the German states.

16. Why was Zollverein formed?

Answer: To harness economic interests which lead to national unification of Germany.

17. Which countries met at Treaty of Vienna?

Answer: In 1815, representatives of the European powers—Britain, Russia, Prussia and Austria—who had collectively defeated Napoleon, met at Vienna to draw up a settlement for Europe.

18. Who hosted the Treaty of Vienna?

Answer: Austrian chancellor, Duke Metternich hosted this congress at Vienna in 1815.

19. What was the objective of Treaty of Vienna? OR What was the main aim of Treaty of Vienna 1815? [CBSE (F) 2016]

Answer: The aim was to reverse most of the changes that had come about in Europe during the Napoleonic war. The Bourbon dynasty, which had been deposed during the French Revolution was restored to power.

20. What was the main aim of revolutionaries of Europe during the years following 1815? [CBSE Delhi 2016]

Answer: Aim of revolutionaries of Europe: To oppose monarchial forms of government.

21. Who was Giuseppe Mazzini?

Answer: Giuseppe Mazzini was an Italian revolutionary born in Genoa in 1807. He became a member of the secret society of Carbonari.

22. Which two underground societies were formed by Giuseppe Mazzini?

Answer: (i) Young Italy in Marseilles. (ii) Young Europe in Berne.

23. How did Metternich describe Mazzini?

Answer: Metternich described him as ‘the most dangerous enemy of our social order’.

24. Who were liberal nationalists?

Answer: The liberal nationalists belonged to the educated middle class elite, among whom were the professors, school teachers, clerks and members of the commercial middle classes.

25. What happened in the first upheaval of France in July 1830?

Answer: The Bourbon kings, who had been restored to power during the conservative reaction after 1815, were now overthrown by liberal revolutionaries, who installed a constitutional monarchy with Louis Philippe at its head.

26. Name the Treaty of 1832 that recognised Greece as an independent nation. [CBSE Delhi 2016]

Answer: Treaty of 1832: Constantinople Treaty.

27. Name the event that mobilised nationalist feelings among the educated elite across Europe in 1830–1848? [CBSE Delhi 2016]

Answer: Event that mobilized nationalist feelings: The Greek War of Independence.

28. Who supported Nationalists of Greeks in their Independence war?

Answer: Nationalists in Greece got support from other Greeks living in exile and also from many west Europeans, who had sympathies for ancient Greek culture.

29. What was ‘Romanticism’ during the age of revolutions?

Answer: Romanticism was a cultural movement which sought to develop a particular form of nationalist sentiment.

30. What were the ideas of Romantic artists and poets on nationalism?

Answer: Romantic artists and poets generally criticised the glorification of reason and science. Instead it focused on emotions, intuition and mystical feelings. Their effort was to create a sense of a shared collective heritage, a common cultural past as the basis of a nation.

31. What led to widespread pauperism in Europe?

Answer: The rise of food prices or a year of bad harvest led to widespread pauperism in town and country.

32. Why did weavers in Silesia revolt in 1845?

Answer: Weavers in Silesia had led a revolt against contractors who supplied them raw material and gave them orders for finished textiles but drastically reduced their payments.

33. What changes were brought in France after the events of February 1848?

Answer: Events of February 1848 in France had brought about the abdication of the monarch and a republic based on universal male suffrage had been proclaimed.

34. Who was Otto von Bismarck?

Answer: Bismarck was the Chief Minister of Prussia and was the architect of the unification of Germany. He carried out this process of unification with the help of Prussian army and bureaucracy.

35. How was unification of Germany ultimately achieved?

Answer: Three wars over seven years with Austria, Denmark and France ended in Prussian victory and completed the process of unification. In January 1871, the Prussian king, William I, was proclaimed German Emperor in a ceremony held at Versailles.

36. How was Italy fragmented before unification? Explain the political situation of Italy before its unification.

Answer: Italians were scattered over several dynastic states as well as the multi-national Habsburg Empire. During the middle of the 19th century, Italy was divided into seven states, of which only one, Sardinia-Piedmont, was ruled by an Italian Princely house.

37. Under whom, various states of Italy were ruled? Mention the lineages who ruled Italy.

Answer: The north was under Austrian Habsburgs, the centre was ruled by the Pope, and the southern regions were under the domination of the Bourbon Kings of Spain.

38. Describe the role of Giuseppe Mazzini in Italy’s unification.

Answer: Mazzini had sought to put together a coherent programme for a unitary Italian Republic. He had formed a secret society, called ‘Young Italy’ for achieving his goal.

39. Highlight the contribution of Garibaldi in unification of Italy.

Answer: Apart from regular troops, a large number of armed volunteers under the leadership of Giuseppe Garibaldi joined the fight. In 1860, Italy marched into south Italy and the Kingdom of two Sicilies and succeeded in winning the support of the local peasants in order to drive out the Spanish rulers.

40. Who was proclaimed the King of United Italy in 1861? [CBSE (AI) 2016]

Answer: Victor Emmanuel-II was proclaimed King of United Italy in 1861.

41. Was there any British nation existing before the 18th century?

Answer: There was no British nation prior to 18th century. The primary identities of the people who inhabited the British Isles were ethnic ones – such as English, Welsh, Scot or Irish. All of these ethnic groups had their own cultural and political traditions.

42. How did British combine the various ethnic nations?

Answer: All of these ethnic groups had their own cultural and political traditions. But as the English nation steadily grew in wealth, importance and power, it was able to extend its influence over the other nations of the islands.

43. How was Scotland gradually taken over by the British nation?

Answer: After the Act of Union between England and Scotland, England was able to impose its influence on Scotland. The growth of British identity meant that Scotland’s distinctive culture and political institutions were systematically suppressed. The Catholics in Scotland suffered terrible repression whenever they attempted to assert their independence.

44. How did Ireland become a part of United Kingdom?

Answer: Catholic revolts in Ireland against British dominance were suppressed. After a failed revolt led by Wolfe Tone and his United Irishmen, Ireland was forcibly incorporated into the United Kingdom in 1801.

45. How were the ideas of French Revolution propagated by the artists of that time?

Answer: French artists represented ideas of Liberty, Justice and Republic through symbols, female allegory and specific objects like Liberty as red cap or broken chains, while Justice is generally blindfolded woman carrying a pair of weighing scales.

46. What is an Allegory? State any one example to clarify the same. [CBSE Sample Paper-2016]

Answer: Allegory: When an abstract idea for instance; greed, envy, freedom, liberty is expressed through a person or a thing. It is symbolic. Examples: Statue of Liberty, Marianne, Germania, etc.

47. Which female Allegory was invested by artists in France?

Answer: In France, the nation’s allegory was named ‘Marianne’, a popular Christian name, which underlined the idea of a people’s nation.

48. What was the Allegory of Germany?

Answer: Germania became the Allegory of the German Nation. In visual representations, Germania wears a crown of oak leaves, as the German Oak stands for heroism.

49. Name the Balkan countries.

Answer: The Balkan Nations comprise of Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro, which were inhabited mostly by Slavs.

50. Why were Balkan nations in trouble?

Answer: A large part of the Balkans was under the control of the Ottoman Empire. The spread of the idea of romantic nationalism in the Balkans together with disintegration of the Ottoman Empire made this region very explosive.

51. How did the Anti-imperialist movements begin?

Answer: The anti-imperialist movements that developed everywhere were nationalist, in the sense that they all struggled to form independent nation states and were inspired by a sense of collective national unity, forged in confrontation with imperialism.

52. Who remarked “when France sneezes the rest of Europe catches cold”. [CBSE (AI) 2016]

Answer: Metternich remarked, “When France sneezes, the rest of Europe catches cold.”

53. Who was proclaimed German Emperor in a ceremony held at Versailles in January 1871? [CBSE (AI) 2016]

Answer: Kaiser William I of Prussia was proclaimed German Emperor in a ceremony held at Versailles in January 1871.

54. What was the meaning of liberalism in early nineteenth century in Europe? [CBSE (F) 2016]

Answer: LIBERALISM-stood for freedom for individual and equality for all before the laws

Short Answer Type Questions

1. What changes were introduced after the French Revolution in France?

Answer: A centralised administrative system was put in place and it formulated uniform laws for all citizens within its territory. Internal custom duties and dues were abolished and a uniform system of weights and measures was adopted.

2. What was the main aim of the revolutionaries behind the French revolution?

Answer: The revolutionaries declared that it was the mission and the destiny of the French nation to liberate the people of Europe from despotism and to help other people of Europe to become nations.

3. After becoming the Monarch what changes were introduced by Napoleon?

Answer: Napoleon had, no doubt, destroyed democracy in France, but in the administrative field, he had incorporated revolutionary principles in order to make the whole system more rational and efficient.

4. How did Napoleonic trade benefitted the businessmen and small scale producers?

Answer: Businessmen and small scale producers of goods, in particular, began to realise that uniform laws, standardised weights and measures and a common national currency would facilitate the movement and exchange of goods and capital from one region to another.

5. How did the local population react to the French Rule?

Answer: Initially, at many places like Holland and Switzerland, the French armies were welcomed. But the initial enthusiasm soon turned to hostility and opposition as it became clear that the new administrative arrangements did not go hand in hand with the political freedom.

6. What does ‘Liberalism’ stand for, since the french revolution?

Answer: Since the French Revolution, liberalism has stood for the end of autocracy and clerical privileges. A constitution and representative government through parliament.

7. How was liberalism adopted in revolutionary France?

Answer: Revolutionary France, marked the first political experiment in liberal democracy. The right to vote and to get elected was granted exclusively to property owning men. Men without property and all women were excluded from the political rights.

8. What kind of conservative regimes were set up in 1815?

Answer: Conservative regimes did not tolerate criticism and dissent and sought to curb activities that questioned the legitimacy of autocratic government. Most of them imposed censorship laws to control what was said in newspapers, books, plays and songs and reflected the ideas of liberty and freedom. They were autocratic in nature.

9. What was Mazzini’s role in the unification of Italy?

Answer: Mazzini believed that god had intended nations to be the natural units of mankind. So, Italy could not continue to be a patchwork of small states and kingdoms. It had to be forged into a single unified republic within a under alliance of nation.

10. How did Polish use their language as a weapon of national resistance against Russia?

Answer: Polish language was used for church gatherings and all religious instructions. As a result, a large number of priests and bishops were put in jail or sent to Siberia by Russian authorities as punishment for their refusal to preach in Russian. The use of Polish came to be seen as a symbol of the struggle against Russian dominance.

11. How did women retaliate for their rights in Germany?

Answer: Women formed their own political associations, founded newspapers and took part in political meetings and demonstrations. Despite this, they were denied suffrage rights during the election of the Assembly of Frankfurt Parliament.

12. How did Prussia out strive in Germany?

Answer: The nation building process in Germany had demonstrated the dominance of Prussian state power. The new state placed a strong emphasis on modernising the currency, banking, legal and judicial systems in Germany.

13. Describe any three economic hardships faced by Europe in the 1830s. [CBSE (AI) 2017]

Answer: Economic hardships faced by Europe in the 1830s:

(i) Enormous increase in population was seen all over Europe. In most countries, there were more seekers of jobs than employment. Population from rural areas migrated to the cities to live in overcrowded slums.

(ii) Small producers in towns were often faced with stiff competition from imports of cheap machine made goods from England.

(iii) In Europe, where the aristocracy still enjoyed power, peasants struggled under the burden of feudal dues and obligations.

(iv) The rise of food prices as a result of bad harvest led to wide spread pauperism in town and country.

14. Explain the concept of liberal nationalism which developed in Europe in early 18th century.

Answer: Liberalism meant different things to different people.

Political liberalism:

It stood for equality before the law.
Revolutionary France marked the first political experiment in liberal democracy in which right to vote and get elected was granted exclusively to property-owning men.
Men without property, and all women were excluded from political rights.
Throughout the 19th and 20th centuries, women and non-propertied men organised opposition movements demanding equal political rights.

Economic liberalism:

It stood for freedom of markets and the abolition of state-imposed restrictions on the movement of goods and capital.
Customs Union or ‘zollverein’ was formed in Prussia, joined by most of the German states.
The Union abolished tariff barriers and reduced the number of currencies from over thirty to two.

15. What do you mean by conservatism? Highlight the main features of the beliefs.

Answer: Conservatism was a political philosophy that stressed the importance of the tradition and preferred gradual development to quick change.

Features of the believers of conservatism are:

They believed in established, traditional institutions of state and society.
They believed in a monarchy, the Church, social hierarchies, etc.
They did not propose a return to the society of pre-revolutionary days. Rather, they realised that modernisation could in fact, strengthen the traditional institutions like the monarchy.

16. Write three features of the painting of Frederic Sorrieu.

Men and women walking across the statue of liberty offering homage.
Statue of liberty has a torch of enlightenment and Charter of the Rights of Man.
On the Earth lie the shattered remains of the symbols of absolutist institutions.

17. How was France responsible in spreading nationalism to other parts of Europe?

Answer: Students and other members of educated middle classes began setting up Jacobin clubs like in France, in European countries. Their activities and campaigns prepared the way for French armies which moved into Holland, Switzerland, Belgium and much of Italy in the 1970s. With the outbreak of the revolutionary wars, the French armies began to carry the idea of nationalism abroad.

18. Give a short note on the Habsburg Empire.

It was a patchwork of many different regions and people.
It included the Alpine regions — the Tyrol, Austria and the Sudetenland — as well as Bohemia, where the aristocracy was predominantly German-speaking.
It also included the Italian-speaking provinces of Lombardy and Venetia.

19. Which conditions in France depicted their political liberalism?

The right to vote and to get elected was granted exclusively to property-owning men.
Men without property and all women were excluded from political rights.
The Napoleonic Code went back to limited suffrage and reduced women to the status of a minor, subject to the authority of father and husband.

20. Explain the role of romanticism in national feeling. OR “The development of nationalism did not come about only through wars and territorial expansion. Culture played an important role in creating the idea of the nation.” Elaborate upon the statement. [CBSE Sample Paper-2016]

Answer: Romantic artists and poets created a sense of shared collective heritage, a common cultural past, as the basis of a nation. It was through folk songs, folk poetry, and folk dances that the true spirit of the nation was popularised. Emphasis was given on the vernacular language and the collection of folklore, to carry the modern nationalist message to large audiences.

21. Describe the Silesian weavers’ uprising.

Answer: In 1845, weavers in Silesia had led a revolt against contractors who supplied them with raw materials and got finished goods. A crowd of weavers marched in pairs upto the mansion of their contractors, demanding higher wages. They smashed their windowpanes and also plundered the supply of cloth. As a result, the contractor fled away from his house with his family.

22. What kind of policy was followed by Bismarck? How did he manage to oust Austria from the German federation?

Answer: Bismarck followed the policy of ‘Blood and Iron’. He was the architect of this process, which he carried out with the help of the Prussian army and bureaucracy. Three wars were fought for over seven years with Austria, Denmark and France, which ended in the victory of Prussia and completed the process of unification.

23. Why did nationalist tensions emerge in the Balkans?

Answer: A large part of Balkans was under the control of the Ottoman Empire. Ideas of nationalism in the Balkans with the disintegration of the Ottoman Empire made this region very explosive. The rebellion nationalities in the Balkans thought of their struggles as attempts to win back their long lost independence.

24. How was the concept of ‘Nationalism’ introduced by the French Revolution?

Answer: France was a full-fledged territorial state in 1789 under the rule of an absolute monarch. The political and constitutional changes that came in the wake of the French Revolution led to the transfer of sovereignty from monarchy to a body of French citizens. The revolution proclaimed that it was the people who would, henceforth, constitute the nation and shape its destiny.

25. What was the political status of Europe before the concept of ‘Nation States’?

Answer: Germany, Italy and Switzerland were divided into kingdoms, duchies and cantons whose rulers had their autonomous territories. Eastern and Central Europe were under autocratic monarchies within the territories of which lived diverse people. They did not see themselves, as sharing a collective identity or a common culture. Often, they even spoke different languages and belonged to different ethnic groups.

26. Describe any three conditions that led to the formation of the British Nation State. [CBSE Foreign-2017]

Answer: The conditions that led to the formation of the British Nation State were:

(i) The primary identities of the people who inhabited the British Isles were ethnic ones – such as English, Welsh, Scot or Irish. All of these ethnic groups had their own cultural and political traditions. But as the English nation steadily grew in wealth, importance and power, it was able to extend its influence over the other nations of the islands.

(ii) The English parliament, which had seized power from the monarchy in 1688 at the end of a protracted conflict, was the instrument through which a nation-state, with England at its centre, came to be forged.

(iii) The Act of Union (1707) between England and Scotland that resulted in the formation of the ‘United Kingdom of Great Britain’ meant, in effect, that England was able to impose its influence on Scotland. The British parliament was henceforth dominated by its English members.

27. What do you understand by ‘Economic liberalism’?

Answer: In the economic sphere, liberalism stood for the freedom of markets and the abolition of state imposed restrictions on the movements of goods and capital. In German-speaking regions during Napolean’s rule, there were 39 states, each of it possessed its own currency and weights and measures. A merchant travelling from Hamburg to Nuremberg to sell his goods had to pass through 11 customs barriers and pay a customs duty of about 5 per cent at each one of them.

28. How did liberal nationalism develop in Europe?

Answer: As conservative regimes tried to consolidate their power. Liberalism and nationalism came to be increasingly associated with revolution in many regions of Europe such as the Italian and German states, the provinces of Ottoman Europe, Ireland and Poland.

These revolutions were led by the liberal nationalists belonging to the educated middle class elite. Among them, there were professors, school-teachers, clerks and members of the commercial middle classes, who all believed in liberal nationalism and wanted to fight for it.

29. How were the feelings of nationalism kept alive by the people of Poland?

Answer: Poland had been partitioned at the end of the 18th century by the Great Powers—Russia, Prussia and Austria. Even though Poland no longer existed as an independent territory, nationalist feelings were kept alive through music and language. Karol

Kurpinski, celebrated the national struggle through his operas and music, turning folk dances like the polonaise and mazurka into nationalist symbols.

30. What conditions prevailed in 1848 France?

Answer: (i) The year 1848 was the year of food shortages and widespread unemployment. It brought the population of Paris on the roads.

(ii) Barricades were erected and Louis Phillippe was forced to flee.

(iii) A National Assembly proclaimed a Republic, granted suffrage to all adult males above the age of 21 and guaranteed the right to work. National workshops to provide employment were also set up.

31. Were anti-imperial movements nationalist? Could the anti-imperialists movements be considered as nationalist movements?

Answer: Yes, the anti-imperial movements could be considered as nationalist as it was the struggle to form an independent nation-states and were inspired by a sense of collective national unity, forged in confrontation with imperialism. European ideas of nationalism were nowhere replicated, for people everywhere developed their own specific variety of nationalism. But the idea that societies should be organised into ‘nation-states’ came to be accepted as natural and universal.

32. ‘Ideas of national unity in the early nineteenth century Europe were closely allied to the ideology of liberalism’. Support the statement with arguments. [CBSE Sample Paper-2017, CBSE (Comp) 2017]

Answer: Liberalism stood for freedom for the individual and equality of all before the law. Politically, it emphasized the concept of government by consent. (i) Derived from’ liber’ means free (ii) Stood for freedom for all and equality for all before the law (iii) Politically –Govt. by consent (iv) Universal suffrage, right to vote for all (v) French revolution stood for the end of autocracy and clerical privileges, a constitution and representative govt. through parliament. (vi) Struggles for equal political rights. (vii) It stressed on Economically, inviolability of private property. (viii) Freedom of markets and abolition of state restrictions. (ix) Any other relevant point

33. The 1830s were years of great economic hardship in Europe. Explain how? [CBSE Sample Paper-2016] OR “The decade of 1830 had brought great economic hardship in Europe”. Support the statement with arguments. [CBSE (AI) 2016] OR What was the status of people in Europe during economic hardships in 1830s?

Answer: (i) There was enormous increase in population all over Europe. In most countries there were more seekers of jobs than employment.

(ii) Population from rural areas migrated to the cities to live in overcrowded slums.

(iii) Small producers in towns were often faced with stiff competition from imports of cheap machine-made goods from England.

(iv) In those regions of Europe where the aristocracy still enjoyed power, peasants struggled under the burden of feudal dues and obligations.

(v) The rise of food prices or a year of bad harvest led to widespread pauperism in town and country

34. How had the female figures become an allegory of the nation during nineteenth century in Europe? Analyse. [CBSE Delhi 2016]

Answer: The female figures as an allegory of the nation: (i) Artists found a way out to represent a country in the form of a person. (ii) Then nations were portrayed as female figures. (iii) The female figure was chosen to personify the nation. It did not stand for any particular woman in real life. (iv) It gave the abstract idea of the nation a concrete form. (v) Thus, the female figure became an allegory of the nation. (vi) During the French Revolution, artists used the female allegory to portray idea such as Liberty, Justice and the Republic.

35. “Culture had played an important role in the development of nationalism in Europe during eighteenth and nineteenth centuries.” Support the statement with examples. [CBSE (F) 2016]

Answer: (i) Culture played an important role in creating the idea of the nation, art and poetry, stories and music helped to express and shape nationalist feelings. (ii) Emotions, intuition and mystical feelings were not focused. (iii) Their effort was to shared collective heritage, a common cultural past, as the basis of a nation. (iv) They criticized the glorification of reason and science. (v) German philosopher Johann Gottfried popularised true spirit of nation through folksongs, folk poetry and folk dance.

36. ‘The idealistic liberal-democratic sentiment of nationalism became a narrow creed with limited ends.’ Support the statement in the context of Balkan nationalism in the early 19th century. [CBSE Sample Paper-2017]

Answer: The Balkans comprised modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro.

(i) The disintegration of the ruling Ottoman Empire and the spread of the ideas of romantic nationalism made this area explosive.

(ii) The European subject nationalities started breaking from its control to declare independence.

(iii) The Balkan revolutionaries’ acts were directed to gain back the long-lost independence.

(iv) The Balkan States were fiercely jealous of each other and wanted to gain more territory at the expense of the other.

(v) There was intense rivalry among the European powers over trade, colonies, naval might and military might. European powers such as Russia, Germany, England and Austro-Hungary were keen on opposing the hold of other powers over the Balkans for extending their own area of control.

(vi) All these events ultimately triggered the First World War (1914).

37. Explain the dominance of landed aristocracy in Europe.

Answer: Socially and politically, a landed aristocracy was the dominant class in the continent. The members of this class were united by a common way of life that cut across regional divisions. They owned estates in the countryside and also town-houses. They spoke French for purposes of diplomacy and in high society. Their families were often connected by ties of marriage. This powerful aristocracy was, however, numerically a small group.

Long Answer Type Questions

1. Briefly explain the process of unification of Italy.

Answer: (i) Political Fragmentation: Like Germany, Italy was also politically fragmented. During the middle of the 19th century, Italy was divided into seven states, of which only one, Sardinia–Piedmont was ruled by an Italian Prince.

(ii) Role of Mazzini: Giuseppe Mazzini made efforts to unite Italian Republic. He had formed a secret society called ‘Young Italy’ for achieving his goal.

(iii) Role of Count Cavour: He was the chief minister who led the movement to unify Italy. He formed a tactful diplomatic alliance with France and defeated the Austrian forces.

(iv) Role of Giuseppe Garibaldi: Garibaldi also formed armed volunteers. In 1860, they marched into South Italy and the Kingdom of Two Sicilies and succeeded in driving out the Spanish rulers.

In 1861, Victor Emmanuel II was proclaimed King of United Italy.

2. What conditions led to the development of a new middle class in Europe?

Answer: (i) In Western Europe and parts of Central Europe, the growth of industrial production and trade meant the growth of towns and the emergence of commercial classes whose existence was based on production for the market.

(ii) Industrialisation began in England in the second half of the 18th century, but in France and parts of the German States, it occurred only during the 19th century.

(iii) In its wake, new social groups came into being, a working class population and middle classes made up of industrialists, businessmen and professionals.

(iv) In Central and Eastern Europe, these groups were smaller in numbers till late 19th century.

(v) It was among the educated, liberal middle classes that ideas of national unity following the abolition of aristocratic privileges gained popularity.

3. Who hosted ‘Vienna Congress’ in 1815? Analyse the main changes brought by the ‘Vienna Treaty.’ [CBSE Delhi 2017] OR Describe the main clauses of the Treaty of Vienna of 1815.

Answer: The main clauses of the Treaty of Vienna signed in 1815 were:

Vienna Congress: The Congress was hosted by the Austrian Chancellor “Duke Metternich”.

(i) The Bourbon dynasty which had been deposed during the French Revolution was restored to power. (ii) France lost the territories it had annexed under Napoleon. (iii) A series of states were setup on the boundaries of France to prevent French extension in future. (iv) Kingdom of the Netherlands, included Belgium was setup. (v) Prussia was given important new territories on its western frontiers.

4. What was Zollverein? Why was it formed?

Answer: In 1834, the customs union of Zollverein was formed at the initiative of Prussia and was joined by most of the German states.

(i) The union abolished tariff barriers and reduced the number of currencies from over thirty to two.

(ii) The creation of a network of railways further stimulated mobility, harnessing economic interests to national unification.

(iii) A wave of economic nationalism strengthened the wider nationalist sentiments growing at the time.

(iv) Varied currencies and weights and measures were obstacles to economic growth, so the creation of a unified economic territory allowing the unhindered movement of goods, people and capital was needed. So, Zollverein was formed.

5. What kinds of conservative regimes were set up in 1815? What did liberals think about them?

Answer: Conservative regimes set up in 1815 were autocratic.

(i) They did not tolerate criticism and dissent and sought to curb activities that questioned the legitimacy of tyrannical governments.

(ii) Most of them imposed censorship laws to control what was said in newspapers, books, plays and songs and reflected the ideas of liberty and freedom associated with the French Revolution.

(iii) The memory of the French Revolution nonetheless, continued to inspire liberals.

(iv) One of the major issues taken up by the liberal nationalists (who criticised the new conservative order) was freedom of the press.

6. Give a brief description of the French Revolution of 1830.

Answer: The first upheaval took place in France in July 1830. The Bourbon kings who had been restored to power during the conservative reaction after 1815, were now overthrown by liberal revolutionaries, who installed a constitutional monarchy with Louis Philippe at its head. Metternich once remarked, “When France sneezes, the rest of Europe catches cold.” The July Revolution sparked an uprising in Brussels which led to Belgium breaking away from the United Kingdoms of the Netherlands.

7. Explain how folklore, folk songs raised the spirit of nationalism in Europe.

Answer: It was through folk songs, folk poetry and folk dances that the true spirit of the nation was popularised. So, collecting and recording these forms of folk culture was essential to the project of nation building. The emphasis on vernacular languages and the collection of local folklore was not just to recover an ancient national spirit, but also to carry the modern nationalist message to large audiences who were mostly illiterate. In Poland, they popularised their language, folk stories, folk songs and folk dances to propagate nationalism among Polish people, who were under the rule of Russia, Prussia and Austria.

8. How did the Polish language work as a symbol of struggle against Russian dominance?

Answer: Language too played an important role in developing nationalist sentiments. After Russian occupation, the Polish language was forced out of schools and the Russian language was imposed everywhere. In 1831, an armed rebellion against Russian rule took place which was ultimately crushed. Following this, many members of the clergy in Poland began to use language as a weapon of national resistance. Polish was used for church gathering and all religious instructions. As a result, a large number of priests and bishops were put in jail or sent to Siberia by the Russian authorities as punishment for their refusal to preach in Russia. The use of Polish came to be seen as a symbol of the struggle against Russian dominance.

9. What do you understand by the term ‘allegory’? How did a female figure become an allegory of a nation?

Answer: When an abstract idea is expressed through a person or a thing, it is called an allegory. It is the personification of a country. While it is easy enough to represent a ruler through a portrait or a statue, it is difficult to give a face to a nation. Artists in the 18th and 19th centuries found a way out by personifying a nation. In other words, they represented a country as if it were a person. Nations were then portrayed as female figures. The female form that was chosen to personify the nation did not stand for any particular woman in real life, rather it would give an abstract idea of the nation in concrete form. This is how the female figure became an allegory of the nation.

10. What conditions of Balkan areas led to World War I?

Answer: (i) As the different Slavic nationalities struggled to define their identity and independence, the Balkan area became an area of intense conflict.

(ii) The Balkan states were fiercely jealous of each other and each hoped to gain more territory at the expense of others.

(iii) During this period, there was intense rivalry among the European powers over trade and colonies as well as army and naval might.

(iv) These rivalries were very evident in the way the Balkan problems unfolded.

(v) Each power—Russia, Germany, England, Austria-Hungry—was keen on countering the hold of other powers over the Balkans and extending its own control over the area. This led to a series of wars in the region and finally the First World War.

11. Explain the Napoleonic Code. OR What were the advantages and disadvantages of the Napoleonic code?

Answer: Advantages: (i) Established equality before law. (ii) Abolished all privileges based on birth. (iii) Simplified administrative divisions. (iv) Granted the right to property to French citizens. (v) Abolished feudal system and freed peasants from serfdom. (vi) Eliminated restrictions on guilds in town. (viii) Made efforts to improve transport and communication.

Disadvantages:

But this initial enthusiasm soon turned into hostility and opposition when it became visible that the new administrative arrangements do not go hand in hand with the political freedom. Censorship, taxation, forced conscription into the French armies required to conquer the rest of Europe, all seemed to outweigh the advantages of the administrative changes.

12. Explain the nation building process of Germany. [CBSE Sample Paper 2017] OR Examine the ‘Nation State Building’ process in Germany after 1848. [CBSE (F) 2017, CBSE (Comptt.) 2017]

Answer: German Unification

(i) After 1848, nationalism in Europe moved away from its association with democracy and revolution.

(ii) Nationalist sentiments were often mobilized by conservatives for promoting state power and achieving political domination over Europe.

(iii) Nationalist feelings were widespread among middle-class Germans in 19 century.

(iv) In 1848 they tried to unite the different regions of the German confederation into a nation state governed by an elected parliament.

(v) This liberal initiative to nation-building was repressed by the combined forces of the monarchy and the military, supported by the large landowners (called Junkers) of Prussia.

(vi) Prussia took on the leadership of Otto von Bismarck, who became the architect of this process.

(vii) Three wars over seven years – with Austria, Denmark and France – ended in Prussian victory and completed the process of unification.

(viii) In January 1871, the Prussian king, William I, was proclaimed German Emperor.

13. Analyse the measures and practices introduced by the French revolutionaries to create a sense of collective identity amongst the French people. [CBSE Delhi 2016]

Answer: Measures and practices introduced by the French revolutionaries for collective identity: (i) The ideas of la patrie and le citoyen emphasized. (ii) A new French flag, the tricolor was chosen. (iii) The Estate General was elected by the active citizens. (iv) The elected body of active citizens renamed as National Assembly. (v) New hymns were composed. (vi) Oaths were taken. (vii) Martyrs commemorated. (viii) A centralized administrative system was implemented. (ix) Formulated uniform laws. (x) A uniform system of weights and measures were adopted. (xi) French became the common language of the nation.

14. In Britain, the formation of the nation-state was not the result of a sudden upheaval or revolution. Validate the statement with relevant arguments. [CBSE Sample Paper 2016]

In Britain, the formation of the nation-state was not the result of a sudden upheaval or revolution. It was the result of a long-drawn-out process.
Role of ethnic groups: their cultural identities
Steady growth of the English nation steadily in case of wealth, importance and power, it was able to extend its influence over the other nations of the islands.
The Act of Union 1707—between England and Scotland.
The growth of the British identity.
Language and religious policies.

15. “Napoleon had destroyed democracy in France but in the administrative field he had incorporated revolutionary principles in order to make the whole system more rational and efficient.” Analyse the statement with arguments. [CBSE (AI) 2016]

Answer: Napoleon had destroyed democracy in France but in administrative field he had incorporated revolutionary principles in order to make the whole system more rational and efficient. (i) All privileges based on birth were removed. (ii) He had established equality before law. (iii) Right to property was given. (iv) Simplified administrative divisions were made. (v) Feudal system was abolished and freed peasants from serfdom and manorial dues. (vi) Guild restrictions were removed. (vii) Transport and communication systems were improved.

16. “Nationalism no longer retained its idealistic liberal democratic sentiment by the last quarter of the nineteenth century in Europe.” Analyse the statement with examples. [CBSE (F) 2016]

Answer: Nationalism in Europe- The Balkans: (i) During this period, nationalist groups become increasingly intolerant of each other. (ii) Manipulations of the nationalist aspirations were there. (iii) The Balkan was under the control of the Ottoman Empire. (iv) Ideas of romantic nationalism spread in the Balkan. (v) They claimed for independence or political rights on nationality and used history to prove that they had once been independent but had subsequently been subjugated by foreign domination. (vi) Russia, Germany, England, Austria-hungry were keen on countering the hold of other powers over the Balk . (vii) This led to a series of wars in the region and finally the First World War.

HOTS Questions (Higher Order Thinking Skills)

1. Which conditions were viewed as obstacles to economic exchange & growth by the new commercial classes during Napoleon’s rule?

Answer: Following conditions were viewed as obstacles to economic exchanges & growth by the new commercial classes: (i) There was an enormous increase in population. (ii) Feudal system, serfdom and manorial dues were taxing for the poor landless peasants. (iii) There were no standardised weights and measures and neither a common national currency. (iv) There was an increased taxation, censorship, forced recruitment into the French armies to conquer Europe. (v) There was no freedom to peasants, artisans, workers and new businessmen.

2. How was Europe closely allied to the ideology of liberalism?

Answer: (i) Ideas of national unity in early 19th century Europe were closely allied to the ideology of liberalism. (ii) The term ‘liberalism’ is derived from the Latin word ‘liber’ which means free. (iii) For the new middle classes, liberalism stood for freedom for the individual and equality of all before law. (iv) Politically, it emphasised the concept of government by consent. (v) Since the French Revolution, liberalism had stood for the end of autocracy and clerical privileges, a constitution and representatives government through parliament.

3. “The Habsbury Empire that ruled over Austria-Hungry, was a patchwork of many different regions and peoples.” Justify the statement with suitable examples.

Eastern and Central Europe were under autocratic monarchies within the territories of which lived diverse people.
They did not see themselves as sharing a collective identity or a common culture.
The Habsburg Empire that ruled over Austria-Hungry, for example, was a patchwork of many different regions and people.
It included the Alpine regions—the Tyrol, Austria and the Sudetenland— as well as Bohemia, where the aristocracy was predominantly German speaking.
It also included the Italian speaking princes of Lombardy and Venetia.
In Hungry, half of the population spoke Magyar while the other half spoke a variety of dialects.
In Galicia, the aristocracy spoke Polish.
Besides these three dominant groups, there also lived within the boundary of empire, a mass of subject peasant peoples — Bohemians, Slovaks to the north, slovens in Carniola, Croats in the south and Romans to the east in Transylvania.
The only tie binding these diverse groups together was a common allegiance to the emperor.

4. “Vernacular language and local folklores carried modern nationalist message to large audiences, who were mostly illiterate.” Justify with suitable examples.

Vernacular languages and local folklores played an important role in creating the idea of nation in Europe.
This was especially so in the case of Poland which had been partitioned by the great powers — Russia, Prussia & Austria.
Karol Kurpinski of Poland celebrated the national struggle through his operas and music, turning folk dances like the Polonaise, Mazurka into nationalist symbols.
After Russian occupation, the Polish language was forced out of schools and the Russian language was imposed everywhere.
Many members of the clergy in Poland began to use language as a weapon of national resistance.
Polish was used for church gatherings and all religious instructions.
As a result a large number of priests and bishops were put in jail or sent to Siberia by the Russian authorities.
The use of Polish came to be seen as a symbol of struggle against Russian dominance.

5. Why was the issue of extending political rights to women a controversial one within the liberal movement in 1848? What do these revolutions reveal about political conflicts due to gender differences?

Parallel to the revolts of poor, unemployed and starving peasants and workers in many European countries in the year 1848, a revolution led by the educated middle classes was underway.
Events of February 1848 in France had brought about the abdication of the monarch and a republic based on universal male suffrage had been proclaimed.
In other parts of Europe where independent nation states did not exist —such as Germany, Italy, Poland, the Austro-Hungarian Empire—men and women of the liberal middle classes combined their demands for constitutionalism with national unification.
The issue of extending political rights to women was a controversial one within the liberal movement, in which large number of women had participated actively over the years.
Women had formed their own political associations, founded newspapers and taken part in political meetings and demonstrations.
Despite this, they were denied suffrage rights during the elections of the Assembly.
When the Frankfurt Parliament was held in Church of St. Paul’s, women were admitted only as observers to stand in visitor’s gallery.

6. Explain the statement “When France sneezes, the rest of Europe catches cold.”

Most of the European countries followed France persistently.
The first upheaval took place in France in July 1830.
The Bourbon kings, who had been restored to power during the conservative reaction after 1815, were now overthrown by liberal revolutionaries, who installed a constitutional monarchy with Louis Philippe at its head.
‘When France sneezes, the rest of Europe catches cold’ was spoken by Metternich.
The July revolution sparked an uprising in Brussels which led to Belgium breaking away from the United Kingdom of the Netherlands.
An event that mobilised nationalist feelings among the educated elite across Europe was the Greek war of Independence.

7. ‘‘The first clear expression of nationalism came with the ‘French Revolution’ in 1789.’’ Examine the statement. [CBSE (AI) 2017]

Answer: “The first clear expression of Nationalism came with the ‘French Revolution’ in 1789”: (i) The political and constitutional changes that came in the wake of the French revolution led to the transfer of sovereignty from the monarchy to a body of French citizens. (ii) Sense of collective belonging with La Patrie (the fatherland) and Le Citoyen (the citizen). (iii) Formation of National Assembly. (iv) Hymns were composed and oaths were taken. (v) Centralised and uniform laws were introduced. (vi) Internal customs duties and dues were abolished and a uniform system of weights and measure were adopted. (vii) French became the common language of the nation. (viii) With the outbreak of the revolutionary wars, the French armies began to carry the idea of nationalism abroad.

Talk to our experts

1800-120-456-456

The Rise of Nationalism in Europe Class 10 History Chapter 1 Notes (Free PDF Download)

Revision notes
Social Science: History
Chapter 1 The Rise Of Nationalism In Europe

The Rise of Nationalism in Europe Class 10 Notes History Chapter 1 - PDF Download

Class 10 Social Science Chapter 1 in History deals with one of the most important social changes in Europe. The Rise of Nationalism in Europe was not a single event but a series of events that resulted in Nationalism in Europe. Nationalism in Europe started in the 18th century and reached its peak in the 19th century when it spread to most of the European countries. The Class 10 History Chapter 1 notes are prepared for your benefit and will help you in getting a deeper understanding of the events and political environment of Nationalism in Europe. Let's get an idea of CBSE Nationalism in Europe Class 10 Notes by reading further.

CBSE Class 10 History Chapter Wise Notes

Explore comprehensive chapter-wise notes for CBSE Class 10 History in our detailed table along with ch 1 History Class 10 Notes. Elevate your understanding of historical events, concepts, and more with these well-organized and insightful notes.

Related Chapters

Access Class 10 History Chapter 1 Notes - Rise of Nationalism in Europe

Frederic sorrieu.

He is a French artist, who presented a series of paintings in 1848.

He visualized his dreams, that is, a world of social and democratic republics.

In Sorrieu’s utopian vision, the people of the world are grouped as distinct nations. They are identified through their flags and national costume.

Leading the procession are USA and Switzerland,which is followed by France and Germany. Following Germany are Austria, Kingdom of the two Sicilies, Lombardy, Poland, England, Ireland, Hungary and Russia.

French Revolution

French revolution in 1789, was the start of nationalism.

French revolutionaries took many steps to create a feeling of collective identity:

Innovative ideas such as Le citoyen and La Partie

Creation of a new French flag.

Election of National Assembly, also renaming from estate general to National Assembly.

The administrative system which is consolidated.

Abolishing of customs and internal duties.

Uniform weights and measures were introduced.

French was getting a common language.

Napoleonic Code

Napoleon destroyed France democracy.

Introduction of Civil code 1804, which was called Napoleonic code.

Features of this code are:

Abolishing of all birth rights and privileges.

Establishment of equality before the law.

Security of right to property.

Guild restrictions were removed.

New Middle Class

Politically as well as socially, aristocrats were dominant as far as population is concerned.

Peasants were the majority in the population.

Since industrialization in England, a new social class known as working class was emerged.

It included artisans, industrialists, businessmen and so on.

Property owning men were only given the right to vote or getting elected.

Each and every women and property-less men were restricted from all political rights.

It is derived from Latin word ‘root liber’, it means to be free.

For the end of clerical privilege, autocracy the liberal nationalism was stood alive.

A New Conservatism After 1815

Major European powers in 1815: Britain, Russia, Prussia and Austria had defeated Napoleon.

They use to meet in Vienna to draw up a European settlement called as treaty of Vienna.

As per this treaty:

Power was restored by the Bourbon dynasty.

During the Napoleonic wars, France lost all its territories.

39 states of the German Confederation were formed by Napoleon, left untouched.

On the French boundary, borders were made to prevent France from expanding.

The Revolutionaries

Guiseppe Mazzini

Born in Genoa in 1807.

Was a member of secret society of carbonate.

He established 2 secret societies: Young Europe in Berne and Young Italy in Marseilles.

The main aim was to unify Italy in a republic.

The Age of Revolution: 1830-1848

Bourbon kings have overthrown to set up a constitutional monarchy in July 1830.

Greece was struggling for independence which was a part of the Ottoman Empire.

Greece was declared as an independent nation in Treaty of Constantinople signed in 1832.

National feeling was the main focused area.

German philosopher, Johan Gottfried discovered the culture in common people through music, dance and folk poetry.

There were fewer jobs and more people.

Due to the rise in food costs and bad harvesting, widespread pauperism in the country.

Silesia weavers in 1845, revolt against contractors.

Frankfurt parliament was elected in 1848. 831 elected representatives were conveyed in St. Paul Church.

Making of German

Otto Von Bismarck took a leadership role with the support of Prussian army and bureaucracy.

Kaiser William 1 was the new head of the German empire.

Making of Italy

Giuseppe Mazzini headed the unification program which got failed.

Victor Emmanuel II became the new king of unified Italy in 1861.

English Parliament seized power from the ruling monarchy.

British force took Ireland, in 1801 after the revolution failed.

British Nation was formed and it was facilitated through the mass propagation of English culture.

Nationalism and Imperialism

Modern Balkans included Bulgaria, Croatia, Greece, Romania, Bosnia-Herzegovina, Albania, Serbia, Macedonia, Montenegro and Slovenia.

This area was made explosive by Romantic nationalism, hence, major European wanted to have control over this area.

So, this led to a series of war called as First World War.

Important Questions and Answers For Class 10 History Chapter 1 Notes

1. What was the aim of the French Revolution?

Ans: Following was the aim of French Revolution:

It was the starting of nationalism in France and the main objective was to build a collective identity in French people.

Ideas like Le Citoyen and La Patrie promoted the belief of united community that enjoy equal rights in the constitution.

2. Who was the ‘Hero of two Worlds’ and what was his role in the unification of Italy?

Ans: Giuseppe Garibaldi was the ‘Hero of two Worlds’. He was born in 1807 and played important role in the unification of Italy. Two secret societies were formed: Young Italy in Marseilles and Young Europe in Berne. According to his belief, Italy wouldn’t have survived as smaller states and it needed to be unified.

3. Write about the two female allegories in the 19 th century.

Ans: The two female allegories in the 19th century are:

Marianne – She was named Marianne in France which was a Christian name, useful to promote the idea of people’s nation. An important feature was inspired by liberty and republic. Soon statues of Marianne became symbol of unity.

Germania – She was an allegory of Germany. She wore a beautiful crown made up of oak leaves. It was distinctively hung from St. Paul Church ceiling to represent the liberal revolution.

4. Name some of the characteristic features of conservative regimes.

Ans: Characteristic feature of conservative regimes are:

Intolerant to criticism and dissent.

Censored press

Suppressed questions that challenged their legitimacy.

5. Explain the importance of National feeling and Imagination.

Ans: The culture was important for the development of national feelings. It was through arts, poetry, music, stories which created nationalist feelings. Glorification of science was criticized openly and it was replaced by intuitions, sentiments and emotions. This was known as romanticism aimed to create national sentiments. Language also played important role in developing national feelings.

The Rise of Nationalism in Europe - Free PDF of Class 10 History Chapter 1 Notes

The Class 10 Social Science Chapter 1 in History is available for free in PDF. For class notes in detail and further chapter solutions, we have a dedicated section for the students of boards. The chapter Frédéric Sorrieu’s visualisation of his dream and it ends with the spread of imperialism. Refer to CBSE Nationalism in Europe Class 10 Notes to get an in-depth understanding of the chapter.

Important Topics Covered under CBSE Class 10 History Chapter 1 Notes

The following is a list of important concepts or topics discussed in Chapter 1 of CBSE Class 10 History.

The French Revolution and the Idea of the Nation

The making of nationalism in europe, the aristocracy and the new middle class, what did liberal nationalism stand for.

A New Conservatism after 1815

The Age of Revolutions: 1830-1848

The romantic imagination and national feeling.

Hunger, Hardship, and Popular Revolt

1848: The Revolution of the Liberals

The Making of Germany and Italy

Germany – can the army be the architect of a nation, italy unified, the strange case of britain, visualising the nation, the rise of nationalism in europe.

The CBSE Nationalism in Europe Class 10 Notes starts with the dream Sorrieu had of a world made up of democratic and social republics. His idea of nationalism excludes class-based divisions and he divides the people marching in the scene by their nations. Men and women marching together with flags of their nation can be seen depicting a nationalist feeling.

The French revolution during 1789 gave a clear image of nationalism in the minds of people all over. The idea of nationalism grew further with ideas like la Patrie and le Citoyen.

Nationalism as an idea and spirit spread to many parts of Europe and Jacobin clubs started popping up everywhere in Europe.

The French army invaded many other countries like Holland, Belgium and Switzerland by the 1790s. Napoleon destroyed democracy in France and established monarchy.

Napoleon did away with birth based privileges and implemented a codified system known as the Napoleonic Code in 1804.

Europe was divided into various dutchies and empires instead of countries like present day. The idea of nation-states was non-existent then.

The late eighteenth century and early nineteenth century was dominated by the aristocracy. They were not only connected to each other by business but also marriage on many occasions.

The Industrial Revolution paved the way for industries to set up in cities and a new class emerged. They started dominating the city spaces and came to be known as the middle class.

Socially, liberalism stood for the idea of freedom for the individual and equality before the law.

Politically, it was implied for a government by people’s choice.

Economically, liberalism meant that merchants could freely trade their wares and move around in various regions for business purposes.

As economic liberalism grew, the feeling of nationalism also grew to greater heights.

A lot of people felt that traditional institutions and systems needed to be brought back. Even though many understood that they do not need to go to pre-revolutionary days, they felt modernisation might strengthen their traditional institutes.

The Treaty of Vienna was responsible for undoing most of the changes done by Napoleon. Monarchies overthrown by Napoleon were tried to be brought back through these measures.

Conservatives of 1815 did not tolerate any kind of dissent, criticism and controlled the speech of the public by censorship. Freedom of speech was curbed as much as possible. Although the liberal-nationalist were still working actively despite all this.

The Conservatives tried curbing the freedom of speech but they were unable to do so. Liberal nationalists found ways and set up secret societies to spread the message of nationalism.

One such liberal-nationalist was Giuseppe Mazzini. He founded Young Italy and Young Europe.

Many secret societies were set up in Germany, France, Switzerland, and Poland. Mazzini and his activities had now started to terrorize the conservatives.

Liberal-nationalist started to be associated with various revolutions in many European regions. The primary belong to the educated middle-class elite. The first set of shocks was felt by the Bourbon Kings who were overthrown by liberal-nationalist. Another revolution due to nationalism was the Greek War of Independence.

Nationalism was not only displayed through rebellion and revolution but also through culture. Poetry, story music and everything else also played an important role in shaping nationalism among people.

Under romanticism, established writers and poets criticized the use of science and reason and emphasized the importance of emotions, intuition, and created a sense of shared feeling.

Folk songs, folk poetry, and folk dances got popular, as they were being used as a nation-building tool by the common people.

The language was also used as a weapon against monarchy for any Anti-National element. In regions where another language was imposed, removing the vernacular one, there were rebellions, and vernacular language was re-established in institutions.

Hunger, Hardship and Popular Revolt

Europe was hit with economic peril around the 1830s. There was a population boom all over Europe and food prices rose due to bad harvest.

Poverty and unemployment rose to great heights during this time.

The Revolution of the Liberals

On one hand, poverty had created a revolution in the society on the other hand liberal-nationalist advantage of the situation and fought for their own issues.

A parliament-like structure was demanded of the conservatives in Germany and Friedrich Wilhelm IV was selected to be the Monarch who would lead them. Friedrich refused and joined the conservatives instead.

Women and men rebelled together and created a revolution in society. Although giving women political rights was still a controversial issue. Women had empowered themselves by founding newspapers, taking part in political meetings, and demonstrations.

By 1848, the conservative understood that they had to give concessions to the liberal nationalists, as they would not stop otherwise. Many changes in the government were seen thereafter.

After 1848, the conservatives started to use nationalism as a weapon to further their policies. This is clearly visible in how Germany and Italy united as nation-states.

The initiative to unify Prussia was taken by the army. Under the leadership of Otto von Bismarck, Prussia was United using the help from the army and bureaucracy.

Italy was divided into various States just like Germany. It was divided into seven states out of which only one was ruled by a princely house. Sardinia-piedmont was ruled by the princely house.

Italian unification was possible due to the Chief Minister Cavour. On the one hand, Mazzini spread nationalism using his Young Italy society. On the other hand, Chief Minister Cavour lED the Italian unification. Sardinia-piedmont defeated the Austrians in 1859.

Further, the Italian army march to South Italy and the Kingdom of Two Sicilies and succeeded in driving out the Spanish. Victor Emmanuel II became the king of Italy in 1861.

Britain became a nation-state not by a Revolution or rebellion but rather by imposing its influence on its neighbouring countries. With varied identities and ethnicities, the European region was very diverse. The act of union between England and Scotland in the influence of Britain over Scotland. This is how British unification took place.

The nationalism was depicted by various personifications known as allegory. Germania and Marianne were two famous allegorical figures.

While nationalism declined in the 19th century, the Balkan region had growing tensions. The Ottoman Empire made situations worse for the Balkan region. Europe had widespread nationalism but on the other hand, it was lined with imperialism.

Benefits of Learning With Vedantu’s Nationalism in Europe Class 10 Notes

Unlock the power of knowledge with Vedantu's Class 10 History Chapter 1 Notes on Nationalism in Europe. Delve into the intricacies of the rise of nationalism in Europe through comprehensive and well-organized notes. These notes serve as a valuable resource, covering key concepts and events. Gain a deeper understanding of the subject, making your exam preparation more effective. Explore nationalism in Europe Class 10 notes to grasp historical nuances and excel in your studies. Elevate your learning experience with Vedantu's expertly crafted History Chapter 1 Class 10 Notes , ensuring a solid foundation in the rise of nationalism in Europe. Master the subject effortlessly with our insightful resources.

Here are some of the benefits of Learning With Vedantu’s Nationalism in Europe Class 10 Notes:

Comprehensive Insights: Vedantu’s Class 10 History Chapter 1 Notes provide comprehensive insights into the intricate topic of Nationalism in Europe, covering key events and concepts.

Structured Learning: The History ch 1 Class 10 Notes are structured in a well-organized manner, allowing for systematic learning and easy retention of crucial information.

Exam Preparation: Tailored to the curriculum, class 10 history chapter 1 notes are an invaluable resource for exam preparation, aiding students in understanding the rise of nationalism in Europe.

Expertly Crafted: Crafted by subject experts, the notes ensure accuracy and reliability, providing students with a reliable source for academic success.

Conceptual Clarity: By exploring Class 10 History Chapter 1 Notes , students can achieve a deeper conceptual clarity, enhancing their overall understanding of the historical context.

Accessible Resource: Vedantu’s History Chapter 1 Class 10 Notes offer students easy access to a wealth of knowledge, making the learning process efficient and effective.

CBSE Related Links

CBSE Related Links is your hub for all things CBSE. Find exam tips, subject notes, and important updates in one place. Whether you're preparing for exams or need extra support, we've got what you need. Explore this collection to boost your CBSE learning experience.

Syllabus for Class 10 CBSE

NCERT Exemplar Solutions for Class 10 CBSE

NCERT Solutions for Class 10 CBSE

Previous Year Question Paper for Class 10 CBSE

Sample Paper for Class 10 CBSE

Important Questions for Class 10 CBSE

Formula for Class 10 CBSE

CBSE Class 10 History Revision Notes for Chapter 1 The Rise of Nationalism in Europe are prepared by our subject matter experts. By referring to these revision notes, students will have a clear understanding of all the key concepts. These Nationalism in Europe Class 10 Notes will help students with last-minute revision just before the stressful exam days. Also, check out the CBSE Class 10 History Chapter 1 Notes for other chapters as well on Vedantu’s website to complete the revisioning of the entire syllabus.

FAQs on The Rise of Nationalism in Europe Class 10 History Chapter 1 Notes (Free PDF Download)

Q1. Give an Overview of The Rise of Nationalism in Europe.

Ans: Rise of nationalism in Europe was a gradual process. It was a result of mass protest, rebellion and struggle. The major conflict between the Conservatives and Liberal-nationalist issued before the former gave any concession to the latter. The idea of nationalism was formed due to the sense of belonging. People felt a bond through a common struggle fighting for their rights and freedom. Nationalism was shown through various cultural mediums like poetry, art, folk songs, dance etc.

Various nation-states emerged through various types of processes. While Prussia unified under the leadership of an army and bureaucracy, Britain unified by influencing Scotland and other neighbours. More details are given in notes of Chapter 1 History class 10.

Q2. Has the Indian Journey of Nationalism been Similar to that of European Nations?

Ans: European and Indian nationalism is quite similar and yet different. On one hand, Europe had to struggle for freedom from various monarchs or nobles. On the other hand, India had to struggle for independence from Britishers. One was struggling against conservatism and the other was struggling against colonialism.

European nationalism also saw a lot of bloodshed and war to achieve independence and unification. Indian Independence struggle was far more non-violent and peaceful in terms of protest. Both of them went through various stages of cultural changes and spread nationalist literature and art to spread nationalism. Mass protest and struggle were observed in both regions. Women participation was also an important part of the independence struggle in both regions.

Q3. What is nationalism according to Chapter 1 of History of Class 10?

Nationalism is the movement started in any country. The movement may be started to achieve independence. Before nationalism started in Europe, the world was not divided into different nations. The world was divided into different nations after nationalism started in Europe. You can get the solutions for Chapter 1 of History of Class 10 online. Students can understand the basic ideas of the chapter and can score high marks in social science.

Q4. What caused the rise of nationalism in Europe according to Chapter 1 of History of Class 10?

Before the nineteenth century, the different parts of Europe were governed by different empires. There was a rule of monarchy. The idea of nationalism grew due to technological and social changes. The making of new nations started in 1789 with the outbreak of the french revolution. The idea of nationalism took proper shape in more than a hundred years. It resulted in making France a democratic nation-state.

Q5. What is European nationalism according to Chapter 1 of History of Class 10?

The French Revolution resulted due to nationalism in Europe. It led to changes in politics and the constitution. The monarchy's rule was finished. A body of citizens was selected to rule the country. European nationalism played an important role in the formation of different nations in the world. Students can read more about European nationalism from the Social Science History Class 10 notes available online to understand the concept of European nationalism.

Q6. How can I learn according to Chapter 1 of History of Class 10 faster?

Students can learn according to Chapter 1 of History of Class 10 from the online notes available at Vedantu. Social Science Notes of History For Class 10 are given in simple and easy language for a quick understanding of the topic. Students can understand the concepts by reading from the notes given on vedantu website as well as Vedantu Mobile app. They can download the history notes and learn faster for their exams. The notes and solutions are free of cost.

Q7. Can Chapter 1 of History of Class 10 Revision Notes help students to score high marks?

Class 10 Social Science History Chapter 1 Revision Notes can help students to understand the ideas and main topics given in the chapter. Students can prepare for their exams from the notes and can score high marks. All the Revision Notes for Social Science for Class 10 are given in easy language. Students can read and prepare for their exams from the notes given at Vedantu. The notes are reliable and written by professional social science teachers.

8. What is the important topic of History ch 1 Class 10 Notes?

The important topic of Chapter 1 in Class 10 history is "The Rise of Nationalism in Europe.

9. What are the reasons for the rise of nationalism in Europe Class 10?

Nationalism in Europe Class 10 notes cover the historical movement that emphasised the identity, culture, and unity of a nation. The reasons for the rise of nationalism in Europe Class 10 include cultural and political factors, the impact of French Revolution, and the role of individuals like Giuseppe Mazzini.

10. What are the 3 types of nationalism in History Chapter 1 Class 10 Notes?

The 3 types of nationalism are civic nationalism, ethnic nationalism, and cultural nationalism.

11. What are the 3 main characteristics of nationalism in ch 1 History Class 10 Notes?

The 3 main characteristics of nationalism include a shared sense of identity, loyalty to the nation, and the desire for self-governance.

CBSE Class 10
CBSE Class 10 Important Questions
CBSE Class 10 History Important Questions
History Chapter 1 The Rise Of Nationalism In Europe

CBSE Class 10 History Chapter 1 The Rise of Nationalism In Europe Important Questions

History is an integral part of CBSE Class 10 Social Science subject, and learning it can be exciting. Meanwhile, Chapter 1 of CBSE Class 10 History deals with how the idea of nationalism emerged in Europe. Some of the main topics and concepts covered in this chapter include the Rise of Nationalism in Europe, French Revolution, Liberal Nationalism, New Conservatism, Nationalism and Imperialism and more. These CBSE Class 10 History Chapter 1, The Rise of Nationalism In Europe Important Questions, cover these topics and help students to understand the concepts better. Students can solve these for practice. They may come across some of these questions in the board exam.

Students can clear their doubts about the chapter by solving these CBSE Class 10 History Important Questions and prepare well for the board exams. The links to download the PDF version of these questions are given in a link in this article.

Download CBSE Class 10 History Chapter 1 The Rise of Nationalism In Europe Important Questions PDF

Rise of Nationalism In Europe

1. In revolutionary France, who was given the right to vote?

a) Only men and women who owned property

c) All men and women

d) Only men who owned property

2 . What is the date of the demolition of the Bastille?

a) 17 July 1790

b) 9 June 1789

c) 14 July 1789

d) 14 May 1786

3 . What is the year in which the English Parliament seized power from the British Monarchy?

4. Summarise the attributes of a nation as Renan understands them. Why, in his view, are nations important?

5 . What did Liberal Nationalism stand for?

6 . Describe the political ends that List hopes to achieve through economic measures.

7 . Discuss the importance of language and popular traditions in the creation of national identity.

8. Describe the cause of the Silesian weavers’ uprising. Comment on the viewpoint of the journalist

9. What are the conditions that were viewed as obstacles to the economic exchange and growth of the new commercial classes during the 19th century in Europe?

10. How were liberty and equality for women to be defined?

11. Define the main aim of the French Revolutionaries.

12. Explain why the decade of the 1830s is known as the ‘great economic hardship’ in Europe. Give reasons.

13. What steps did the French revolutionaries take to create a sense of collective identity among the French people?

14. Briefly trace the process of German unification.

15. What are the ideas suggested by Johann Gottfried in promoting the true spirit of a nation? Explain.

16. What changes did Napoleon introduce to make the administrative system more efficient in the territories ruled by him?

17. Define the meaning of “Imperialism.”

18. Explain what is meant by the 1848 revolution of the liberals. What were the political, social and economic ideas supported by the liberals? Discuss.

19. Through a focus on any two countries, explain how nations developed over the nineteenth century.

20. Why did nationalist tensions emerge in the Balkans? Discuss.

21. What was the main aim of the French Revolutionaries?

22. Explain any three causes of conflict in the ‘Balkan area’ after 1871.

23. Write a note on:

The Role of Women in Nationalist Struggles
Guiseppe Mazzini

We hope these CBSE Class 10 History Chapter 1, The Rise of Nationalism In Europe Important Questions, must have helped students in their exam preparation. For more study material and the latest updates on the CBSE/ICSE/State Board/Competitive exams, keep visiting BYJU’S. Also, download the BYJU’S App for interactive study videos.

Register with BYJU'S & Download Free PDFs

The Rise of Nationalism in Europe

Class 10 - ncert history india & contemporary world 2 solutions, intext activity.

In what way do you think this print (Fig. 1) depicts a utopian vision?

The first print by Frédéric Sorrieu, depicts a utopian vision as it shows:

In Sorrieu's utopian vision, the peoples of the world are grouped as distinct nations, identified through their flags and national costume. At the time when Sorrieu created this image, the German peoples did not yet exist as a united nation.
Fraternity among all the nations of the world was far from reality.

Plot on a map of Europe the changes drawn up by the Vienna Congress.

Map of Europe showing the changes drawn up by the Vienna Congress is given below:

Imagine you are a weaver who saw the events as they unfolded. Write a report on what you saw.

I am a weaver of village of Silesia. I received very less payment than what was decided between the weavers and the contractor. On the afternoon of June 4, I went along with my partner and other weavers to the contractor’s home for asking for better wages for our weaving. Our demands were scornfully refused and we were even threatened that no more work will be given to us if we did not work at the same rate as what was paid to us. Some of my fellow weavers got angry at this and broke the window panes of the contractor’s house, barged inside and damaged his furniture and crockery. Some weavers also broke open his store of woven cloth and tore it into shreds. Seeing this, the contractor ran away from the house with his family to a nearby village, but there also he did not get shelter. Next day, the contractor returned with soldiers from the army, who fired at our group of weavers, killing eleven of them. I was shaken with fear and grief engrossed me.

Describe the caricature. How does it represent the relationship between Bismarck and the elected deputies of Parliament? What interpretation of democratic processes is the artist trying to convey?

The caricature shows Bismarck with a whip in the parliament and members are afraid of him. It shows the dominance of Bismarck over the elected deputies of parliament. It depicts that though the members are elected they don't have right to speak up their views and share their ideas. They are acting as puppets in hands of Bismarck.

It is clear that the artist is trying to show that the true democracy did not prevail in the parliament. What prevailed was the autocratic behaviour of Bismarck under the name of democracy.

Look at Fig. 14(a). Do you think that the people living in any of these regions thought of themselves as Italians?

Examine Fig. 14(b). Which was the first region to become a part of unified Italy? Which was the last region to join? In which year did the largest number of states join?

The Italian language had not acquired one common form and still had many regional and local variations. Also the Italian population, among whom rates of illiteracy were very high, remained unaware of liberal nationalist ideology. The peasant masses who had supported Garibaldi in southern Italy had never heard of Italia, and believed that ‘La Talia’ was Victor Emmanuel’s wife! This shows that the people living in these regions did not thought of themselves as Italians.

The first regions to become a part of unified Italy in 1858 were Savoy Sardinia followed by the Northern states. The last region to join was the Papal State in 1870. The largest number of states joined in 1860.

The artist has portrayed Garibaldi as holding on to the base of the boot, so that the King of Sardinia-Piedmont can enter it from the top. Look at the map of Italy once more. What statement is this caricature making?

The base of boot here symbolizes the Kingdom of both Sicilies which lay in the southernmost part of the Italian peninsula. It was captured by Garibaldi for the king of Sardinia-Piedmont (King Victor Emmanuel II). The artist has portrayed the role of Garibaldi in unification of Italy.

With the help of the chart in Box 3, identify the attributes of Veit's Germania and interpret the symbolic meaning of the painting. In an earlier allegorical rendering of 1836, Veit had portrayed the Kaiser's crown at the place where he has now located the broken chain. Explain the significance of this change.

Germania was the allegory of the German nation. In visual representations, Germania wears a crown of oak leaves, as the German oak stands for heroism. She has sword with olive branch showing readiness to fight as well as willingness to make peace. Broken chain symbolises freedom, breastplate with eagle symbolises strength of German empire and black, red and gold tricolour is flag of the liberal-nationalists in 1848 which was banned by the Dukes of the German states. Rays of the rising sun behind Germania depicts beginning of a new era. In an earlier allegorical rendering of 1836, Veit had portrayed the Kaiser's crown at the place where he has now located the broken chain. This change signifies that the German nation is now free from autocratic monarchical rule.

Describe what you see in Fig. 17. What historical events could Hübner be referring to in this allegorical vision of the nation?

The figure shows Germania as drawn by Philip Veit in 1848. Germania wears a crown of oak leaves, as the German oak stands for heroism. She has sword with olive branch showing readiness to fight as well as willingness to make peace. Black, red and gold tricolour flag belongs liberal-nationalists in 1848. Breastplate with eagle is the symbol of strength of the German empire.

Hübner depicted the fallen Germania. Germania is depicted as a fallen woman, with the crown thrown aside, because the German people's hopes for unity under one monarch (King Friedrich Wilhelm IV) were dashed when he rejected their demand in 1848. The artist, depicted Germany in a forlorn state as a result of the king's rejection. It symbolised the loss of hope.

Look once more at Fig. 10. Imagine you were a citizen of Frankfurt in March 1848 and were present during the proceedings of the parliament. How would you (a) as a man seated in the hall of deputies, and (b) as a woman observing from the galleries, relate to the banner of Germania hanging from the ceiling?

(a) As a man seating in the hall of deputies, I feel that whatever was symbolized in Germania has come true but women not getting the equal political rights bothers me. Women have always equally participated in all the struggles. I feel this is injustice.

(b) As a woman observing from the galleries, I feel that the whatever has been achieved today is just a partial win. Half of the population is yet to get their political rights. Germania is herself a female figure and still the females of Germany are kept away from voting rights. It is unfair.

Intext Discuss

Summarise the attributes of a nation, as Renan understands them. Why, in his view, are nations important?

Renan denied the notion suggested by others that a nation is formed by a common language, race, religion, or territory. According to him attributes of a nation were:

A nation must have a heroic past and glory. It is the culmination of a long past of endeavours, sacrifice and devotion.
To have common glories in the past, to have a common will in the present, to have performed great deeds together are condition for being people of a nation.
Every decision should be made in consultation with the people of the nation.
A nation is therefore a large-scale solidarity. Its existence is a daily plebiscite.
A nation never has any real interest in annexing or holding on to a country against its will.

According to Renan, the nations are important because their existence is a guarantee of liberty, which would be lost if the world had only one law and only one master i.e., monarchy.

Describe the political ends that List hopes to achieve through economic measures

Before 1834, the German states had different currencies, weights and measures. There were multiple customs barrier for a merchant. All these were obstacles in the path of unification of nation. Friedrich List, hoped to bind the nation into one by emphasizing the concept of national economy and economic measures that could help forge the nation together. According to him, the customs union or zollverein was effective in increasing productivity as well as awakening national sentiments. It ought to awaken and raise national sentiment through a fusion of individual and provincial interests. The German people have realised that a free economic system is the only means to engender national feeling.

What is the caricaturist trying to depict?

The caricaturist is trying to depict the condition of conservative autocratic regime that did not look positively towards the modernism and liberty. The inscription on the board and plaque are satire aiming at how the thinking and speaking about ideas of freedom and liberty are banned. Muzzles in the caricature show that the autocratic government was oppressive as no one was allowed to put forth any idea related to liberty. Books, newspapers, plays and songs were also censored.

Discuss the importance of language and popular traditions in the creation of national identity.

The local language and traditions proved to be the biggest factor for creating awareness among people regarding nationalism. Use of vernacular language, folk tales and music became the tools to carry the modern nationalist message to large audiences who were mostly illiterate. For instance, when Russia occupied Poland, Polish language was forced out of schools and the Russian language was imposed everywhere. But many members of the clergy in Poland began to use language as a weapon of national resistance. Polish was used for Church gatherings and all religious instruction. Karol Kurpinski celebrated the national struggle through his operas and music, turning folk dances like the polonaise and mazurka into nationalist symbols. Thus, the use of local language came to be seen as a symbol of the national struggle and traditions helped to keep alive the spirit of nationalism.

Describe the cause of the Silesian weavers' uprising. Comment on the viewpoint of the journalist.

Silesian weavers' uprising was due to sudden reduction in their wages by the contractors. The contractors supplied them raw material and gave them orders for finished textiles but they drastically reduced their payments. This caused widespread unrest and finally led to uprising.

The journalist, Wilhelm Wolff put forth the plight of weavers of Silesia. He wrote 'The misery of the workers is extreme. The desperate need for jobs has been taken advantage of by the contractors to reduce the prices of the goods they order ...'. This shows that he was sympathetic toward the weavers. The journalist explained how they were treated with scorn and threats when they asked for their normal payments. Their uprising was crushed and eleven weavers were shot by the requisitioned army.

Compare the positions on the question of women’s rights voiced by the three writers (Carl Welcker, Louise Otto-Peters, Anonymous) cited above. What do they reveal about liberal ideology?

They reveal that a part of the learned community supported the political rights and suffrage for women while others considered women fit only for household chores. This shows that the issue of extending political rights to women was a controversial one within the liberal movement, in which large numbers of women had participated actively over the years.

Write in brief

Write a note on:

(a) Giuseppe Mazzini

(b) Count Camillo de Cavour

(d) Frankfurt parliament

(e) The role of women in nationalist struggles

(a) Giuseppe Mazzini — Giuseppe Mazzini, born in Genoa in 1807, emerged as a key figure in the Italian revolutionary movement. He became a member of the secret society of the Carbonari. As a young man of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne. Mazzini believed that God had intended nations to be the natural units of mankind. He advocated that Italian liberty lay in unification, creating a singular republic within a larger alliance of nations. His relentless opposition to monarchy and his vision of democratic republics frightened the conservatives. Metternich described him as 'the most dangerous enemy of our social order'. He died on March, 10, 1872.

(b) Count Camillo de Cavour — Count Camillo de Cavour, born on August 10, 1810, was a prominent statesman and leading figure in the Italian unification movement. He was well versed in French and this helped him to form a tactful diplomatic alliance with France. This alliance played an important role in Sardinia-Piedmont defeating the Austrian forces in 1859. Count Camillo de Cavour became the chief minister. He introduced several economic reforms in his native place in Piedmont and Risorgimento was the political newspaper started by him. In 1860, after Giuseppe Garibaldi's successful Expedition of the Thousand, the Kingdom of the Two Sicilies joined the unified Kingdom of Italy. Cavour skillfully managed this annexation, balancing nationalist aspirations with European power dynamics. He died on June 6, 1861.

(c) The Greek war of independence — Greece had been part of the Ottoman Empire since the fifteenth century. The growth of revolutionary nationalism in Europe sparked off a struggle for independence amongst the Greeks which began in 1821. Nationalists in Greece got support from other Greeks living in exile and also from many West Europeans who had sympathies for ancient Greek culture. Poets and artists lauded Greece as the cradle of European civilisation and mobilised public opinion to support its struggle against a Muslim empire. Finally, the Treaty of Constantinople of 1832 recognised Greece as an independent nation.

(d) Frankfurt parliament — In the German regions a large number of political associations whose members were middle-class professionals, businessmen and prosperous artisans came together in the city of Frankfurt and decided to vote for an all-German National Assembly. On 18 May 1848, 831 elected representatives marched in a festive procession to take their places in the Frankfurt parliament convened in the Church of St Paul. They drafted a constitution for a German nation to be headed by a monarchy subject to a parliament. However, this parliament failed as Friedrich Wilhelm IV, King of Prussia, rejected it and joined other monarchs to oppose the elected assembly.

(e) The role of women in nationalist struggles — Women played very significant roles in nationalist struggles all over the world. A large numbers of women had participated in the liberal movement actively over the years. Women had formed their own political associations, founded newspapers and taken part in political meetings and demonstrations. Despite this they were denied suffrage rights during the election of the Assembly. In the Frankfurt parliament, women were admitted only as observers to stand in the visitors' gallery.

What steps did the French revolutionaries take to create a sense of collective identity among the French people?

The French revolutionaries introduced various measures and practices that could create a sense of collective identity amongst the French people. They were:

The ideas of la patrie (the fatherland) and le citoyen (the citizen) emphasised the notion of a united community enjoying equal rights under a constitution.
A new French flag, the tricolour, was chosen to replace the former royal standard.
New hymns were composed, oaths taken and martyrs commemorated, in the name of the nation.
French became the common language of the nation.

Who were Marianne and Germania? What was the importance of the way in which they were portrayed?

Marianne and Germania were the female allegories representing the nations of France and Germany.

Christened Marianne, a popular Christian name was female representation which underlined the idea of a people’s nation. Her characteristics were drawn from those of Liberty and the Republic – the red cap, the tricolour, the cockade. She reminded the public of the national symbol of unity and persuaded them to identify with it. Marianne images were marked on coins and stamps.

Similarly, Germania also represented glory, peace and bravery. Germania wears a crown of oak leaves, as the German oak stands for heroism. She has sword with olive branch showing readiness to fight as well as willingness to make peace. Black, red and gold tricolour is flag of the liberal-nationalists in 1848 which was banned by the Dukes of the German states. Breastplate with eagle became the symbol of strength of german empire. The way they were portrayed was important to arouse the feeling of nationalism among people in order to unite them.

Briefly trace the process of German unification.

The process of German unification can be traced as follows:

Middle class germans united in 1848 to create a nation-state out of the numerous German States. But the monarchy and the military got together to repress them and they gained support from the landowners of Prussia (the Junkers) too.
Prussia soon became the leader of the German unification movement.
Chief Minister Otto von Bismarck was the architect of the process with support from Prussian army and Prussian bureaucracy.
The unification process was completed after Prussia won wars with Austria, Denmark, and France over seven years time.
In January 1871, the Prussian king, Kaiser William I, was proclaimed the German Emperor in a ceremony held at Versailles.

What changes did Napoleon introduce to make the administrative system more efficient in the territories ruled by him?

Napoleon introduce following changes to make the administrative system more efficient in the territories ruled by him:

The Civil Code of 1804 – usually known as the Napoleonic Code – did away with all privileges based on birth, established equality before the law and secured the right to property.
In the Dutch Republic, in Switzerland, in Italy and Germany, Napoleon simplified administrative divisions, abolished the feudal system and freed peasants from serfdom and manorial dues.
In the towns guild restrictions were removed. Transport and communication systems were improved.
Uniform laws, standardised weights and measures, and a common national currency was started.

Explain what is meant by the 1848 revolution of the liberals. What were the political, social and economic ideas supported by the liberals?

In Germany, Italy, Poland, the Austro-Hungarian Empire — men and women of the liberal middle classes combined their demands for constitutionalism with national unification. These revolutions were known as revolution of the liberals.

Following were the ideas supported by liberals:

Political ideas :

creation of a nation on parliamentary principles.
a constitution.
freedom of the press and freedom of association.

Social ideas :

abolition of discrimination based on birth.
abolition of serfdom and bonded labour.

Economic ideas :

ease of trade.
abolition of trade restriction and duties.

Choose three examples to show the contribution of culture to the growth of nationalism in Europe.

Culture played an important role in creating the idea of the nation: art and poetry, stories and music helped express and shape nationalist feelings. Following examples show the contribution of culture to the growth of nationalism in Europe:

Romanticism, a cultural movement which sought to develop a particular form of nationalist sentiment. Romantic artists and poets generally criticised the glorification of reason and science and focused instead on emotions, intuition and mystical feelings. Their effort was to create a sense of a shared collective heritage, a common cultural past, as the basis of a nation.
The emphasis on vernacular language and the collection of local folklore was not just to recover an ancient national spirit, but also to carry the modern nationalist message to large audiences.
Language too played an important role in developing nationalist sentiments. After Russian occupation, the Polish language was forced out of schools and the Russian language was imposed everywhere. The use of Polish by members of clergy came to be seen as a symbol of the struggle against Russian dominance.

Through a focus on any two countries, explain how nations developed over the nineteenth century.

Development of Germany and Italy can be focused on as two countries developing over the nineteenth century.

Nationalist feelings were widespread among middle-class Germans, who in 1848 tried to unite the different regions of the German confederation into a nation-state governed by an elected parliament. This liberal initiative to nation-building was, however, repressed by the combined forces of the monarchy and the military, supported by the large landowners (called Junkers) of Prussia. Otto von Bismarck, was the architect of the process that carried out movement for unification of Germany with the help of the Prussian army and bureaucracy. Three wars over seven years – with Austria, Denmark and France – ended in Prussian victory and completed the process of unification. In January 1871, the Prussian king, Kaiser William I, was proclaimed German Emperor in a ceremony held at Versailles.

During the middle of the nineteenth century, Italy was divided into seven states, of which only one, Sardinia-Piedmont, was ruled by an Italian princely house. The north was under Austrian Habsburgs, the centre was ruled by the Pope and the southern regions were under the domination of the Bourbon kings of Spain. In Italy, Giuseppe Mazzini had sought to put together a coherent programme for a unitary Italian Republic. Finally Chief Minister Cavour who led the movement to unify the regions of Italy engineered the defeat of Austria in 1859. Giuseppe Garibaldi joined in 1860 and they marched into South Italy and the Kingdom of the Two Sicilies and succeeded in winning the support of the local peasants in order to drive out the Spanish rulers. In 1861, Victor Emmanuel II was proclaimed king of united Italy.

It can be said that the nations developed because of following reasons:

Unrest in people regarding monarchy and autocracy.
Making common culture as the base to unify the nation.
Strong leaders
Liberal movements and expectation of economic development.

How was the history of nationalism in Britain unlike the rest of Europe?

The history of nationalism in Britain is unlike the rest of Europe in the following ways:

In Britain, the formation of the nation-state was not the result of a sudden upheaval or revolution. It was the result of a long-drawn-out process.
There was no British nation prior to the eighteenth century. The primary identities of the people who inhabited the British Isles were ethnic ones – such as English, Welsh, Scot or Irish.
However, with the growth of the power of the English nation, it was able to dominate the other nations of the islands.
The English parliament seized power from the monarchy in 1688 at the end of a protracted conflict and became a nation-state with England at its centre.
In 1707, the United Kingdom was formed with the Act of Union between England and Scotland.
England started dominating Scotland and Ireland in all socio-political and cultural spheres. This was evinced by the fact that the British parliament was dominated by English members.
Ireland was taken by the British after a failed revolution led by Wolfe Tone and his United Irishmen in 1798. With this, a new ‘British Nation’ was finally formed.
The symbols of the new Britain - the British flag, the national anthem, the English language were actively promoted and the older nations survived only as subordinate partners in this union.

Why did nationalist tensions emerge in the Balkans?

The Balkans was a region of geographical and ethnic variation comprising modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro whose inhabitants were broadly known as the Slavs. The nationalist tensions emerge in the Balkans because:

A large part of the Balkans was under the control of the Ottoman Empire.
The spread of the ideas of romantic nationalism in the Balkans together with the disintegration of the Ottoman Empire made this region very explosive.
The Balkan peoples based their claims for independence or political rights on nationality and used history to prove that they had once been independent but had subsequently been subjugated by foreign powers.
The Balkan states were fiercely jealous of each other and each hoped to gain more territory at the expense of the others.
There was intense rivalry among the European powers over trade and colonies as well as naval and military might. These rivalries were very evident in the way the Balkan problem unfolded. Each power – Russia, Germany, England, Austro-Hungary – was keen on countering the hold of other powers over the Balkans, and extending its own control over the area.

CBSE Class 10 History Chapter 1 The Rise of Nationalism in Europe

Chapter 1 - the rise of nationalism in europe.

Chapter 1 of CBSE Class 10 History explores many of the issues visualized by Sorrier. It examines the various processes through which nation-states and nationalism emerged in 19th-century Europe. This chapter covers the following topics: the rise of nationalism in Europe, the French Revolution, nationalism, and imperialism. Vidyakul notes from Chapter 1 of Class 10 CBSE History prepared by subject matter experts. By reviewing these notes, students can clearly understand all key concepts. This Vidyakul CBSE Class 10 History Notes for Chapter 1 will help students better understand the chapter. It works as your best resource for reviewing during exams.

The Rise of Nationalism in Europe

{Frédéric Sorrieu's vision of the World} In 1848, French painter Frédéric Sorrieux created a series of four prints visualizing his dream of a world made up of democracy and social republics.

The first print depicts Europeans and Americans marching on a long train and saluting as it passes the Statue of Liberty. The torch of the Enlightenment was held by a female figure on one hand and the Charter of Human Rights on the other. The shattered remains of the symbol of Absolutism lie on the floor in the foreground. In Sorrier's utopian vision, the people of the world are grouped into separate nations identified by national flags and national costumes. The United States and Switzerland led the procession, followed by France and Germany. Germans are followed by residents of Austria, the Kingdom of the Two Sicilies, Lombardy, Poland, Great Britain, Ireland, Hungary, and Russia.

Christ, saints, and angels look down on the stage from heaven. The artist used them as a symbol of the brotherhood of people around the world. In the 19th century, nationalism emerged as a force of great change in the political and spiritual world of Europe. The end result of these changes was the emergence of nation-states.

The French Revolution and the Idea of the Nation

Nationalism came with the French Revolution in 1789, and political and constitutional changes transferred sovereignty from the monarchy to the French citizenry. Various measures and practices were introduced, such as la patrie (fatherland) and le citizen (citizen) ideas. A new French flag, the tricolor, was chosen to replace the old one. Democracy was overthrown in France by Napoleon and the Civil Code of 1804, known as the Napoleonic Code, abolished all birth privileges, established equality before the law, and secured property rights.

case study nationalism in europe class 10

The Making of Nationalism in Europe Germany, Italy, and Switzerland was divided into kingdoms, principalities, and cantons, and the rulers had their own dominions.

Aristocrats and the New Middle Class The aristocracy was the political and social ruling class in continental Europe. Most of the population were peasants. Industrialization began in England in the late 18th century. A new social group emerged: the middle class made up of the workforce and industrialists, businessmen, and professionals.

What did liberal nationalism symbolize?

The term "liberalism" comes from the Latin root liber, meaning "free". The right to vote and to be elected was reserved for male owners only. Men were without property and all women were deprived of their political rights. In 1834, a customs union (Zollverein) was formed at the initiative of Prussia, to which most German states joined. The federation abolished customs barriers and reduced the number of currencies from 30 to 2.

New conservatism after 1815

European governments in 1815 was guided by the spirit of conservatism. Conservatives believe in the need to preserve the monarchy, church, social class, property, and family. A modern army, an efficient bureaucracy, a dynamic economy, and the abolition of feudalism and serfdom can strengthen European autocratic monarchies.

In 1815, representatives of the European powers such as Great Britain, Russia, Prussia, and Austria met in Vienna and agreed on the settlement of Europe. The Bourbons returned to power and France lost the territories it had annexed during the Napoleonic era. The main issue raised by liberal nationalists criticizing the new conservative order was freedom of speech.

The Revolutionaries

In 1815, secret societies were formed in many European countries to train revolutionaries and spread their ideas. Revolutionaries opposed the monarchy and fought for liberty and liberty. The Italian revolutionary Giuseppe Mazzini, born in Genoa in 1807, founded two more underground organizations in Marseille called "Young Italy". Second, he founded the Bern "Young Europe", made up of like-minded young people from the countries of Poland, France, Italy, and Germany.

The Age of Revolutions: 1830-1848

In July 1830, the Bourbon dynasty was overthrown by liberal revolutionaries who established a constitutional monarchy led by Louis-Philippe. The July Revolution sparked an uprising in Brussels, resulting in the separation of Belgium from the Netherlands and Great Britain. In 1821 the Greeks fought for independence.

The Romanticism of Imagination and National Feeling

Culture have played an important role in shaping the concept of a nation. Art and poetry, stories, and music helped to express and shape nationalist feelings.

Romanticism is a cultural movement that sought to develop a particular form of nationalist sentiment. Language also played an important role in developing nationalist sentiments. Russian was spoken everywhere, and in 1831 there was an armed rebellion against Russian rule that was finally suppressed.

Hunger, Hardship, and Popular Revolt

Europe faced economic difficulties in the 1830s. During the first half of the 19th century, Europe's population increased dramatically. Rising food prices or a recession led to rampant poverty in villages and the countryside. In 1848, food shortages and widespread unemployment forced Parisians to take to the roads.

The Revolution of the Liberals

In 1848 there was a revolution led by the educated middle class. Liberal middle-class men and women demanded the creation of a nation-state based on parliamentary principles such as a constitution, freedom of speech, and freedom of association.

Many political groups gathered in Frankfurt to vote for the All-German National Assembly. On May 18, 1848, 831 elected delegates marched to take their seats before the Frankfurt Parliament convened at St Paul's Church.

The constitution designed for the German state was headed by a monarchy subordinate to parliament. The Crown was offered to Friedrich Wilhelm IV, King of Prussia but he rejected it and joined other monarchs to oppose the elected assembly. The Middle Class dominated the Parliament and a large number of women participated in the liberal movement.

Women formed their own political associations, founded newspapers, and took part in political meetings and demonstrations, but they were still denied suffrage rights during the election of the Assembly.

In the years after 1848, the autocratic monarchies of Central and Eastern Europe began to introduce the changes that had already taken place in Western Europe before 1815. Thus, serfdom and bonded labor were abolished both in the Habsburg dominions and in Russia.

The Making of Germany and Italy {Can the military be the country's architects?}

European nationalism died out after 1848, and Germany and Italy were united as nation-states. Prussia seized the initiative in the national unification movement. The architect of this process was Otto von Bismarck, the chief minister, which was carried out with the help of the Prussian military and bureaucracy.

January 1871 Wilhelm I of Prussia was proclaimed Emperor of Germany. A conference was held to proclaim a new German Empire. The state-building process demonstrated the primacy of Prussian state power. Germany's monetary, banking, legal and judicial systems have been modernized.

United Italy

Italy was divided into seven provinces in the mid-19th century, of which Sardinia-Piedmont was ruled by the Italian Crown. Every region was ruled by a different king. In the 1830s, Giuseppe Mazzini organized the Young Italy secret society.

The movement was led by Prime Minister Cavour. In 1859 Sardinia-Piedmont defeated the Austrians. In 1860 they migrated to southern Italy and the Kingdom of the Two Sicilies, where they were able to enlist the support of local farmers. In 1861, Victor Emmanuel II was proclaimed King of United Italy.

The Strange History of Britain

England was a model country and the country did not exist until the 18th century. The nation grew stronger with a steady growth in wealth, importance, and power.

The Acts of Union between England and Scotland (1707) led to the formation of the "United Kingdom of England", which effectively meant that England had influence over Scotland. In 1801, Ireland was forcibly incorporated into Great Britain. The new British symbols, the British flag (Union Jack), the national anthem (God save our noble King), and the English language were actively promoted.

Visualization of States

In the 18th and 19th centuries, artists represented nations as people and nations as female figures. During the French Revolution, female figures portrayed ideas such as liberty, justice, and the Republic. Freedom is represented by a red cap or broken chains, and justice by a blindfolded woman holding scales.

Nationalism and Imperialism

Nationalism has ceased to exist since the late 19th century. Since 1871, the Balkans, the region encompassing today's Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia and Herzegovina, Slovenia, Serbia, and Montenegro, have been called the most stressful regions.

The Ottoman Empire exploded the Balkans and was strengthened through modernization and internal reform throughout the 19th century. Due to various conflicts, the Balkans have become an area of sharp conflict. During this period fierce competition between the European powers over trade and colonies, as well as a naval and military power, led to a series of wars in the region and finally to World War I.

In 1914 Europe collapsed because of imperialism and related nationalism. Anti-imperialist movements developed, but all fought to create independent nation-states. However, the concept of the "nation-state" was natural and universally accepted.

Frequently asked Questions on CBSE Class 10 History

What is nationalism?

The desire/wish of a group of people with similar races, cultures, and languages to form a country.

How to induce patriotism in a person?

Children and young adults must be taught at a young age about the importance of patriotism. Love for one’s own country must be instilled in every child’s mind and heart.

How to protect our Nation from criticism?

1. Do not speak ill of your country
2. Do not misuse your national flag
3. Be polite and convey your positive thoughts about your country to other nationals

Get free study material

Your account is your portal to all things

By Login, you agree to our Terms and Privacy Policies

Forgot Password?

Or Login with one of these services

Create your account

By Signing Up, you agree to our Terms and Privacy Policies

Or sign up with one of these services

Join Vidyakul

Enter The Code Send To Your Mobile Number (+91 ) Edit

Verify Your Mobile Number

Verify Mobile number

OTP has been sent to you on your mobile number. Please enter below

Didn't receive OTP ? Resend OTP

Want to update details? Back

Verify Mobile Number

Reset Your Password

Please provide the Phone Number you used when you signed up for your Vidyakul account. We will send you an OTP (One Time Password) to reset your password.

Set New Password

Enter new password for your Vidyakul Account. (Password must be atleast 8 characters long)

Signup now to download free sample papers and notes.

Already have an account? Login

By filling this form you agree to our Terms and Conditions

Ch 1 The Rise of Nationalism in Europe Class 10th Notes| History

Ch 1 the rise of nationalism in europe class 10th notes history social science, contact form.

Case Based Questions Test: The Rise of Nationalism in Europe - 1 - Class 10 MCQ

10 questions mcq test - case based questions test: the rise of nationalism in europe - 1, read the source given below and answer the questions that follows: following the defeat of napoleon in 1815, european governments were driven by a spirit of conservatism. conservatives believed that established traditional institutions of state and society – like the monarchy, the church, social hierarchies, property and the family – should be preserved. most conservatives, however, did not propose a return to the society of pre- revolutionary days. rather, they realised, from the changes initiated by napoleon, that modernisation could in fact strengthen traditional institutions like the monarchy. it could make the state's power more effective and stronger. a modern army, an efficient bureaucracy, a dynamic economy, the abolition of feudalism and serfdom could strengthen the autocratic monarchies of europe. in 1815, representatives of the european powers who had collectively defeated napoleon, met at vienna to draw up a settlement for europe. the congress was hosted by the austrian chancellor duke metternich. the delegates drew up the treaty of vienna of 1815 with the object of undoing most of the changes that had come about in europe during the napoleonic wars. the bourbon dynasty, which had been deposed during the french revolution, was restored to power, and france lost the territories it had annexed under napoleon. a series of states were set up on the boundaries of france to prevent french expansion in future. answer the following mcqs by choosing the most appropriate option. which of the following statements correctly describes about european conservative ideology.

A. Preservation of beliefs introduced by Napoleon.
B. Preservation of two sects of Christianity.
C. Preservation of socialist ideology in the economic sphere.
D. Preservation of traditionalist beliefs in state and society

Read the source given below and answer the questions that follows: Following the defeat of Napoleon in 1815, European governments were driven by a spirit of conservatism. Conservatives believed that established traditional institutions of state and society – like the monarchy, the Church, social hierarchies, property and the family – should be preserved. Most conservatives, however, did not propose a return to the society of pre- revolutionary days. Rather, they realised, from the changes initiated by Napoleon, that modernisation could in fact strengthen traditional institutions like the monarchy. It could make the state's power more effective and stronger. A modern army, an efficient bureaucracy, a dynamic economy, the abolition of feudalism and serfdom could strengthen the autocratic monarchies of Europe. In 1815, representatives of the European powers who had collectively defeated Napoleon, met at Vienna to draw up a settlement for Europe. The Congress was hosted by the Austrian Chancellor Duke Metternich. The delegates drew up the Treaty of Vienna of 1815 with the object of undoing most of the changes that had come about in Europe during the Napoleonic wars. The Bourbon dynasty, which had been deposed during the French Revolution, was restored to power, and France lost the territories it had annexed under Napoleon. A series of states were set up on the boundaries of France to prevent French expansion in future. Answer the following MCQs by choosing the most appropriate option. What did conservatives focus on at the Congress of Vienna? Select the appropriate option.

A. To re-establish peace and stability in Europe
B. To establish socialism in Europe
C. To introduce democracy in France
D. To set up a new Parliament in Austria

Read the source given below and answer the questions that follows: One such individual was the Italian revolutionary, Giuseppe Mazzini. Born in Genoa in 1807, he became a member of the secret society of the Carbonari. As a young man of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne, whose members were like-minded young men from Poland, France, Italy and the German states. Mazzini believed that God had intended nations to be the natural units of mankind. So Italy could not continue to be a patchwork of small states and kingdoms. It had to be forged into a single unified republic within a wider alliance of nations. This unification alone could be the basis of Italian liberty. Following his model, secret societies were set up in Germany, France, Switzerland and Poland. Mazzini’s relentless opposition to monarchy and his vision of democratic republics frightened the conservatives. Metternich described him as ‘the most dangerous enemy of our social order’. Answer the following MCQs by choosing the most appropriate option. Where was Giuseppe Mazzini born?

Read the source given below and answer the questions that follows:

One such individual was the Italian revolutionary, Giuseppe Mazzini. Born in Genoa in 1807, he became a member of the secret society of the Carbonari. As a young man of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne, whose members were like-minded young men from Poland, France, Italy and the German states. Mazzini believed that God had intended nations to be the natural units of mankind. So Italy could not continue to be a patchwork of small states and kingdoms. It had to be forged into a single unified republic within a wider alliance of nations. This unification alone could be the basis of Italian liberty. Following his model, secret societies were set up in Germany, France, Switzerland and Poland. Mazzini’s relentless opposition to monarchy and his vision of democratic republics frightened the conservatives. Metternich described him as ‘the most dangerous enemy of our social order’.

Answer the following MCQs by choosing the most appropriate option.

Who described Mazzini as 'the most dangerous enemy of our social order'?

A. Bismarck
C. Metternich
D. Garibaldi

He wrote many essays that brought injustice to common people such as artists, professionals, peasants, etc., to the limelight.

Like Germany, Italy too had a long history of political fragmentation. Italians were scattered over several dynastic states as well as the multi- national Habsburg Empire. During the middle of the nineteenth century, Italy was divided into seven states, of which only one, Sardinia-Piedmont, was ruled by an Italian princely house. The north was under Austrian Habsburgs, the centre was ruled by the Pope and the southern regions were under the domination of the Bourbon kings of Spain. Even the Italian language had not acquired one common form and still had many regional and local variations.

During the mid-19th century, Italy was divided into ________ states.

Who dominated the south regions of Italy?

B. Bourbon Kings of Spain
C. Austrian Habsburgs
D. Bourbon Kings of France

The Treaty of Casalanza restored Ferdinand IV of Bourbon to the throne of Naples and the island of Sicily (where the constitution of 1812 virtually had disempowered him) was returned to him.

Similar female allegories were invented by artists in the nineteenth century to represent the nation. In France she was christened Marianne, a popular Christian name, which underlined the idea of a people's nation. Her characteristics were drawn from those of Liberty and the Republic - the red cap, the tricolour and the cockade. Statues of Marianne were erected in public squares to remind the public of the national symbol of unity and to persuade them to identify with it. Marianne images were marked on coins and stamps. Similarly, Germania became the allegory of the German nation. In visual representations, Germania wears a crown of oak leaves, as the German oak stands for heroism.

Answer the following MCQs by choosing the most appropriate option

What was the name given to the female allegory in France?

A. Germania
D. Marianne

What does the German oak stand for?

D. Strength

In the German regions, a large number of political associations whose members were middle-class professionals, businessmen and prosperous artisans, came together in the city of Frankfurt and decided to vote for an all-German National Assembly. On 18 May, 1848, 831 elected representatives marched in a festive Procession to take their places in the Frankfurt Parliament convened in the Church of St Paul. They drafted a constitution for a German nation to be headed by a monarchy subject to a parliament. When the deputies offered the crown on these terms to Friedrich Wilhelm IV, King of Prussia, he rejected it and joined other monarchs to oppose the elected assembly. While the opposition of the aristocracy and military became stronger, the social basis of parliament eroded. The Parliament was dominated by the middle classes who resisted the demands of workers and artisans and consequently lost their support. In the end, troops were called in and the assembly was forced to disband. The issue of extending political rights to women was a controversial one within the liberal movement, in which large numbers of women had participated actively over the years. Women had formed their own political associations, founded newspapers and taken part in political meetings and demonstrations. Despite this, they were denied suffrage rights during the election of the Assembly. When the Frankfurt Parliament convened in the Church of St Paul, women were admitted only as observers to stand in the visitors’ gallery.

People from which classes mainly constituted the members of many political associations in the German region?

A. Middle-class professionals
B. Businessmen
C. Prosperous Artisans
D. All above classes

Otto Von Bismarcks' contribution in building the nation of Germany is remarkable. Who was he?

The King of Prussia

The Prime Minister of Prussia

The President of Prussia

Chief Minister of Prussia

Otto von Bismarck was a conservative Prussian statesman who dominated German and European affairs from the 1860s until 1890.

In the 1860s he engineered a series of wars that unified the German states, significantly and deliberately excluding Austria, into a powerful German Empire under Prussian leadership.

Top Courses for Class 10

Important Questions for Case Based Questions Test: The Rise of Nationalism in Europe - 1

Case based questions test: the rise of nationalism in europe - 1 mcqs with answers, online tests for case based questions test: the rise of nationalism in europe - 1, welcome back, create your account for free.

Forgot Password

Skip to main content
Skip to secondary menu
Skip to primary sidebar

Class Notes

Free Class Notes & Study Material

History Chapter 1 The Rise of Nationalism in Europe – Notes & Study Material

Last Updated on July 3, 2023 By Mrs Shilpi Nagpal

☛ NCERT Solutions – Chapter 1 The Rise of Nationalism in Europe

1 Important Terms
2 Personalities
3 Important Dates
4 Detailed Notes
5 Salient features and beginning of French Revolution
6 Napoleon (1769-1821)
7 Advent of Liberalism in Europe
8 Rise of Conservatism and Revolutionaries
9 The Age of Revolutions (1830-1848) and the Unification of Germany and Italy
10 Unification of Germany
11 Unification of Italy
12 Unification of Britain
13 Visualising the Nation: Nationalism and Imperialism

Important Terms

Allegory: When an abstract idea (for instance greed, envy, freedom, liberty, etc.) is expressed through a person or a thing. An allegorical story has two meanings, one literal and one symbolic.

Absolutism: It refers to a system of rule that has no restraints on the power exercised.

Conservatism: It is a political and social philosophy promoting traditional social institutions in the context of culture and civilisation.

French Revolution: An uprising in France against the monarchy from 1789 to 1799 which resulted in the establishment of France as a republic. Feminism: Awareness of women’s rights and interests based on political, economic and social equality of genders.

Frankfurt Parliament: A large number of political associations comprising of professionals, businessmen and prosperous artisans came together in the city of Frankfurt and decided to vote for an all-German National Assembly. On 18th May 1848, 831 elected representatives marched in a festive procession to take their places in the Frankfurt Parliament convened at St. Paul’s Church. They drafted a constitution for a German nation to be headed by a monarchy subject to a parliament.

Liberal Nationalism: It is a form of nationalism which means- (i) Individual freedom, (ii) Equality before law, (iii) Government by consent, (iv) Freedom of markets, (v) Abolition of state-imposed restrictions on the movement of goods and capital.

Modern State : A state in which sovereignty is exercised by a centralised power over a specific territory and population.

Nationalism: An ideology which emphasises faithfulness, devotion, or allegiance to a nation or nation-state and holds that such obligations outweigh other individual or group interests.

Napoleonic Code: The Civil Code of 1804 introduced by Napoleon, is known as the Napoleonic Code. This Code did away with all privileges based on birth, established equality before the law and secured the right to property.

Nation-state: A state that establishes itself as a separate political and geographical entity and functions as a complete and sovereign territorial unit. This concept emerged in 19th century Europe as a result of the development of nationalism.

Plebiscite: The direct vote of all the members of an electorate on an important public question such as a change in the constitution.

Habsburg Empire: The empire that ruled Austria-Hungary including the Alpine regions of Tyrol, Austria, the Sudetenland and Bohemia.

Ottoman Empire: A former Turkish empire ruled by the Caliph, the spiritual and temporal head of the Muslims.

Ideology: System of ideas reflecting a particular social and political vision.

Suffrage: The right to vote in political elections.

Romanticism: A cultural movement that rejected science and reason and introduced heart and emotions. The concern of the romantics was to create a sense of shared collective heritage and a common cultural past for arousing nationalism.

Revolutionaries: Upholders of the idea of liberalism and against the conservative regimes of the 19th century.

Nationalistic Feelings (1830s): The sense of recognising the society and nation as “We” and the sharing of many traits by its members. Culture with art and poetry, stories and music played a major role in the shaping and expression of nationalistic feelings and notion.

Ethnic: Relates to a common racial, tribal or cultural origin or background that a community identifies with or claims.

Symbol: A symbol is a visual image that represents something other than itself. It may be a representation using an object, picture, written word, sound or a particular mark.

Imperialism: The policy of extending a country’s power and influence through colonization, use of military force or other means.

Utopian vision: It refers to a vision of a society that is so ideal that it is unlikely to actually exist.

Zollverein: A customs union formed in 1834 at the initiative of Prussia. It abolished tariff barriers and reduced the number of currencies from over thirty to two.

Personalities

Frederic Sorrieu: He was a French artist famous for a series of four prints prepared in 1848 that visualized the dream of a world consisting of ‘democratic and social Republics’.

Napoleon (1769-1821): A French military and political leader who gained prominence during the French Revolution. He ruled France from 1799 to 1815. He assumed absolute power in 1799 by becoming the First Consul.

Giuseppe Mazzini: A famous Italian revolutionary who was born in 1807 in Genoa. He was part of a secret society called Carbonari and founded two underground societies called Young Italy in Marseilles and Young Europe in Berne.

Duke Metternich: An Austrian Chancellor who hosted the Congress which was held at Vienna in 1815 and was the chief architect of the Treaty of Vienna.

Louise Otto-Peters: He was a German suffragist and feminist who wrote novels, poetry, essays and libretti.

Carl Welcker: Carl Welcker, a member of the Frankfurt Parliament, had tremendous resentment against equal rights for women, and he ridiculed their demands as being against nature.

Otto von Bismarck: He was the architect of a Prussian consolidation that was also a form of German unification. Once the empire was established, he actively and skilfully pursued pacific policies in foreign affairs, succeeding in preserving the peace in Europe for about two decades.

Kaiser William II: Wilhelm II was the last German Emperor (Kaiser) and King of Prussia, ruling the German Empire and the Kingdom of Prussia from 15th June 1888 to 9th November 1918. In newly formed Germany, a lot of emphasis was placed on modernizing the currency, banking, legal and judicial systems.

Count Camillo di Cavour: The Chief Minister of Piedmont, Count Camillo di Cavour, helped the king in forming an alliance with France, and they defeated the Austrian forces in 1859. Camillo Paolo Filippo Giulio Benso, Count of Cavour, Isolabella and Leri, generally known as Cavour, was an Italian statesman and a leading figure in the movement toward Italian unification.

Giuseppe Garibaldi: He was an Italian general, politician and nationalist who played a large role in the history of Italy. He has been hailed as one of the ‘Fathers of the Fatherland’ for his contribution to the Italian Risorgimento, which unified the fractured nation under one rule. He joined the war along with his armed volunteers called the ‘Red Shirts’. In 1860, Garibaldi and his troops marched into southern Italy and the Kingdom of Two Sicilies.

Marianne and Germania: Marianne and Germania were the female allegories of France and German nations respectively. These were an allegory of nation in the same way as Bharat Mata, a female figure is imagined in India. The characteristics of Marianne were drawn from those of Liberty and the Republic—the red cap, the tricolour and the cockade. The Statues of Marianne were made and erected at public places and a picture of Marianne printed on postage stamps. Germania wears a crown of oak leaves because that tree stands for heroism. She holds a sword in her hand.

Important Dates

1797: Napoleon invaded Italy; Napoleonic wars began.

1804: Napoleonic Code was introduced that, did away with all privileges based on birth. Upheld equality before the law.

1814-15: Fall of Napoleon; the Vienna Peace Settlement.

1821: Greek struggle for independence began.

1832: Greece gained independence.

1834 : Zollverein or the Customs Union was formed in Prussia to abolish tariff barriers.

1848: Revolutions in Europe; Artisans, industrial workers and peasants revolt against economic hardships; middle classes demanded constitutions and representative governments; Italians, Germans, Magyars, Poles, Czechs, etc., demand nation-states.

1832: Greece gained independence. 1834: Zollverein or the Customs Union was formed in Prussia to abolish tariff barriers.

1855: The Kingdom of Sardinia participated from the sides of British and French in the Crimean War.

1858: Cavour formed an alliance with France.

1859-1870: Unification of Italy.

1859: Sardinia-Piedmont formed an alliance with France and defeated the Austrian forces. Large number of people under the leadership of Giuseppe Garibaldi joined the movement.

1860: Sardinia-Piedmont’s forces marched into South Italy and the Kingdom of the Two Sicilies and drove out the Spanish rulers.

1861: Victor Emmanuel II was declared as the King of United Italy and Rome was declared the capital of Italy.

1866-1871: Unification of Germany.

1871: The Prussian King, William I was proclaimed the German Emperor.

1905: Slav nationalism gathers force in the Habsburg and Ottoman Empires.

1914: Beginning of the First World War.

Detailed Notes

During the nineteenth century, nationalism emerged as a force which brought about sweeping changes in the political and mental world of Europe and resulted in emergence of the nation-state. Frederic Sorrieu, a French artist, visualised his dream of a world made up of ‘democratic and social Republics’, and presented it to the world and promoted the spirit of nationalism.

Ernst Renan, a French philosopher, gave the new definition of a nation. The concept of nationalism emerged in Europe during the nineteenth century.

Nationalism is a political and socio-economic philosophy that promotes the interests of a nation as a whole.

It marked the downfall of feudalism and the beginning of Renaissance which literally means ‘Rebirth’.

The feeling of nationalism was illustrated by a French artist named Frédéric Sorrieu. In 1848, he prepared a series of four prints visualising his dream of a world made up of ‘democratic and social Republics’, as he called them.

The painting depicted his dream of a world free of the absolutist institutions and the establishment of democratic and social republics. It also illustrated the Statue of Liberty holding a torch of Enlightenment and the Charter of the Rights of Man.

The concepts of liberty, equality, fraternity and nationalism dominated the social and political scene of Europe in the 19th century.

Salient features and beginning of French Revolution

Till 1789 France was under absolute monarchy. French armies moved into Holland, Belgium, Switzerland and Italy in the 1790s with a promise of liberating the people from their despotic rulers. However, the French Revolution in 1789 was an influential event that marked the age of revolutions in Europe.

The major outcome of the revolution was the formation of a constitutional monarchy, thereby, a remarkable reduction in the royal and feudal privileges. It led to the transfer of sovereignty from the monarchy to a body of French citizens. The revolution proclaimed that it was the people who would make the nation and shape its destiny.

It paved the way for the achievement of bigger goals of national identity and national pride, which can aptly be called as Nationalism

The Estates General was renamed as the National Assembly, which was elected by the body of active citizens.

French revolutionaries (took) introduced various steps to unite the people of France. They considered it as the mission and the destiny of the French nation to liberate the people of Europe from despotism by introducing

(a) A new French flag

(b) The idea of la patrie and le citoyen

(e) Uniform system of weights and measures.

Students, educated-middle classes set up Jacobin clubs to spread the ideas of revolutionaries into Holland, Belgium, Switzerland and much of Italy in the 1790s.

Napoleon (1769-1821)

Napoleon introduced many reforms to simplify the administration and to make the whole system more efficient. His revolutionaries principles were called Civil Code of 1804 usually known as the Napoleonic Code. Ruled France from 1799 to 1815. Assumed absolute power in 1799 by becoming the First Consul.

Simplification of administrative divisions, improvement in transport and communication systems, removal of guild restrictions, standardisation of weights and measures and introduction of common currency were major changes in the system. The right to property was also secured.

The Code established equality before the law and abolished all privileges based on birth.

This code was exported to the regions of Switzerland, Italy and Germany. It also abolished the feudal system and freed peasants from serfdom. Taxation and censorship were imposed and military services were made mandatory.

The French armies were welcomed as a symbol of liberty in Brussels, Mainz, Milan and Warsaw.

The people became hostile due to increased taxation, censorship, forced conscription into the French army.

Advent of Liberalism in Europe

The term ‘liberalism’ is taken from the Latin word liber which means free.

The ideology of liberalism emerged which ended the state interference in the economic life of society. Freedom of markets was achieved and state-imposed restrictions on the movement of goods and capital were abolished. Napoleon’s administrative measures were altered.

For the new middle classes liberalism stood for freedom for the individual and equality for all before the law. In 1834, a customs union or Zollverein was formed.

During the mid-18th century, Europe was divided into several small kingdoms and principalities. The concept of nation states did not exist at all. People from diverse ethnic groups lived in Eastern and Central Europe.

The prominent empires in Europe were the autocratic Ottoman Empire that ruled over Eastern and Central Europe, and Greece and the Habsburg Empire that ruled over Austria-Hungary.

Rise of Conservatism and Revolutionaries

The middle class believed in freedom and equality of all individuals before the law. Liberalism was used to end aristocracy and clerical privileges. After the defeat of Napoleon Bonaparte in 1815, the European government adopted the idea of Conservatism.

Conservatism was a political philosophy that stressed the importance of tradition, established institutions and customs, and preferred gradual development to quick change.

After 1815, several liberals began working in secret societies all over Europe to propagate their views and train revolutionaries. Revolutionaries were seen as a threat to the restored monarchies, and hence, were repressed.

Giuseppe Mazzini, a famous Italian revolutionary was born in 1807 in Genoa. He was the part of a secret society called Carbonari and founded two underground societies called Young Italy in Marseilles, and Young Europe in Berne.

In 1831, Mazzini was sent into exile for attempting a revolution in Liguria. Mazzini believed in the unification of the small kingdoms and principalities in Italy. These societies were joined by like-minded young men from Poland, France, Italy and the German states.

The Age of Revolutions (1830-1848) and the Unification of Germany and Italy

Liberalism and Nationalism became associated with the revolution in many regions of Europe such as the Italian and German states, the provinces of the Ottoman Empire, Ireland and Poland.

The first upheaval took place in France in July 1830. The Bourbon kings who had been restored to power during the conservative reaction after 1815, were now overthrown by liberal revolutionaries.

The Greek War of Independence was another event which mobilised nationalist feelings among the educated elite in Europe.

Culture played an important role in creating the idea of the nation. Art, poetry, stories and music helped express and shape nationalist feelings.

Romanticism was a cultural movement which sought to develop a particular form of nationalist sentiments. ¾ Language too played an important role in developing nationalist sentiments.

The 1830s saw a rise in prices, bad harvest and poverty in Europe. Besides the poor, unemployed and starving peasants and even educated middle classes revolted.

In 1848, a large number of political associations came together in Frankfurt and decided to vote for an all-German National Assembly.

The issue of extending political rights to women became a controversial one.

Conservative forces were able to suppress liberal movements in 1848, but could not restore the old order.

After 1848, nationalism in Europe moved away from its association with democracy and revolution.

Unification of Germany

After 1848, nationalist sentiments were often mobilised by conservatives for promoting state power and achieving political domination over Europe. The unification of Italy and Germany came about through this process.

In 1848, middle-class Germans tried to unite the different regions of the German confederation into a nation – state under an elected parliament.

In Prussia, nation-building acts were repressed by the combined forces of the monarchy and the military and were supported by the large landowners called Junkers. Prussia took over the leadership of the movement.

The Chief Minister, Otto von Bismarck was the architect of this process carried out with the help of the Prussian army and bureaucracy.

Prussia emerged victorious after fighting three wars over seven years against the combined forces of Austria, Denmark and France and the process of unification of Germany was completed.

On 18th January 1871, the new German Empire headed by the German Emperor Kaiser William I was declared in the Hall of Mirrors in the Palace of Versailles.

The unification of Germany established Prussian dominance in Europe.

The new German Empire focused on modernizing the currency, banking, legal and judicial systems.

Germany and Italy came to be unified as nation-states.

National feelings were widespread among middle-class German. Three wars over seven years with Austria, Denmark and France ended in Prussian victory and completed the process of unification.

On the 18 January 1871, the princes of the German states, representatives of the army, important Prussian ministers including Otto von Bismarck gathered in the Palace of Versailles to proclaim the new German Empire headed by Kaiser William I of Prussia.

The new state placed a story emphasis on modernising the currency, banking, legal and judicial systems in Germany. Prussian measures and practices often become a model for the rest of Germany.

Unification of Italy

Like Germany, Italy, too had a long history of political fragmentation. Italians were scattered over several dynastic states as well as the multi-national Habsburg Empire. Italy was divided into seven states.

Only Sardinia-Piedmont was ruled by an Italian princely house.

North Italy was under Austrian Habsburgs.

The centre part was under the Pope.

The southern regions were under the Bourbon kings of Spain.

During the 1830s, Giuseppe Mazzini formed a coherent programme for uniting the Italian Republic and formed a secret society called Young Italy.

The failure of revolutionary uprisings both in 1831 and 1848 prompted King Victor Emmanuel II from Sardinia-Piedmont to unify the Italian states.

Chief Minister of Sardinia-Piedmont, Count Cavour, led the movement for the unification of Italy.He had also formed a secret society called Young Italy for the dissemination of his goals. • Italy offered them the possibility of economic development and political dominance.

In the year 1859, Sardinia-Piedmont with an alliance with France defeated the Austrian forces.

In 1860, Sardinia-Piedmont’s forces marched into southern Italy and the Kingdom of the Two Sicilies and drove out the Spanish rulers. Chief Minister Cavour who led the movement to unify the regions of Italy was neither a revolutionary nor a democrat.

In 1861, Victor Emmanuel was declared as the king of united Italy and Rome was declared the capital of Italy.

Unification of Britain

The history of nationalism in Britain was different from the rest of Europe. Britain has a different history of how it consolidated as a nation-state without uprisings and revolutions. The British Isles was inhabited by ethnic English, Welsh, Scot or Irish. The English nation grew more in power and wealth, and it began to exert influence over the other nations of the islands.

The concept of nation states, with England as the centre, came in 1688 after the Parliament snatched power from the monarchy. In 1707, the Act of Union between England and Scotland resulted in the formation of the ‘United Kingdom of Great Britain’.

To ensure the growth of British identity, Scotland’s cultural and political institutions were suppressed. The British imposed control over Ireland as well. Ireland was deeply divided into two groups, Catholics and Protestants. The English favoured the Protestants and helped them establish their dominance over a largely Catholic Ireland.

In 1801, Ireland was forcibly incorporated into the United Kingdom after a failed Irish revolt. The symbols of new Britain were the English language, the British flag (Union Jack) and the British national anthem (God Save Our Nobel King). In Ireland, the English helped the protestants and established their control over the Catholic country and Ireland was dominated by United Kingdom in 1801. •

This led to the demolition of Scotland’s distinctive culture and political institutions. A British nation was formed with English culture, British flag, the national anthem and the English language.

Visualising the Nation: Nationalism and Imperialism

Nation was personified in the female form by the artists of the 19th century. Female allegories such as that of liberty, justice and republic were invented.

In France, the idea of a people’s nation was christened Marianne. She was characterized by the ideas of Liberty and Republic.

Marianne’s fasces or a bundle of rods with an axe in the middle was used to symbolise strength in unity. The red Phrygian cap signified freedom of a slave. It was also known as the liberty cap. French people wore these caps a few days before the storming of the Bastille.

These symbols were usually popular images from everyday life that uneducated masses could easily identify with.

During revolutions, artists represented a nation as a person. This personification gave life to an abstract concept like a nation.

Through the 18th and the mid 19th century, Europe was marked by a lot of chaos and turmoil. After 1871, there was a significant change in the concept of nationalism in Europe.

Nationalist groups in Europe had become increasingly incompatible with each other and were constantly in conflict. The major European powers, namely Russia, Germany, England and Austro-Hungary began taking advantage of nationalism in Europe to materialise their aims for Imperialism.

The European powers sighted the much-disturbed Balkan region to fulfil their imperialist goals. The Balkan region consisted of the following countries of our times – Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro.

The artist in the 18th and 19th centuries personify nations as a female figures that did not resemble for any particular woman in real life.

The female figure became an allegory of the nation, to portray ideas such as liberty, justice and the republic. These ideals were represented through specific objects or symbols.

Marianne, a Christian name became the allegory of France. Her statues were erected in public squares to create the feeling of unity. Her images were marked on coins and stamps.

Germania, the allegory of German nation, wear a crown of oak leaves, as the German-Oak stands for heroism.

About Mrs Shilpi Nagpal

Author of this website, Mrs. Shilpi Nagpal is MSc (Hons, Chemistry) and BSc (Hons, Chemistry) from Delhi University, B.Ed. (I. P. University) and has many years of experience in teaching. She has started this educational website with the mindset of spreading free education to everyone. In addition to this website, author also has a Youtube channel, here is the link Class Notes Youtube Channel

Reader Interactions

November 5, 2020 at 9:32 pm

Great notes.

November 8, 2020 at 10:14 am

thank you for providing such good notes ……. thanks once again

December 12, 2020 at 3:20 pm

Well organized notes

December 19, 2020 at 8:59 pm

Best notes..tysm

January 19, 2021 at 12:07 am

Best notes. Thnx

January 25, 2021 at 7:36 pm

these are the best notes , that I had viewed yet from this I scored 99/100 in 10th boards thank you .. I recommended many students for these notes .

March 2, 2021 at 5:51 pm

These are the best notes . Thankyou so much for providing these notes ……………………….

March 22, 2021 at 10:29 pm

very nice notes . quite helpful ……….

April 9, 2021 at 11:17 pm

April 26, 2021 at 1:36 pm

Wohooo …. Perfect

May 8, 2021 at 12:08 pm

This notes are very good

May 24, 2021 at 5:23 pm

Yes very very nice

July 21, 2021 at 12:24 pm

This is the best notes and I am so happy

August 18, 2021 at 6:30 pm

A very very thankey for provide this type of notes , really it is very very helpful for prepared this chapter . Thank you so much

September 19, 2021 at 7:46 pm

This is really very helpful for me these notes are very cool for understanding i really went many websites and search many on youtube but i couldn’t get the right one but in this website i understood the chapters and rembered the dates which i always forgot but this time those dates of history chapter 1 is printed on my mind…..So thank you to shilpi Nagpal Mam for the amazing notes……..And thank you google for shown me the best website .

October 6, 2021 at 11:48 am

Incredible notes

November 29, 2021 at 1:43 pm

really helpful thank you so much

September 8, 2022 at 10:10 pm

Thank you mam for the notes , it really helped me to complete my school notes

Your email address will not be published. Required fields are marked *

IMAGES

The Rise of Nationalism in Europe class 10 full chapter (Animation
The Rise of Nationalism in Europe
History Pictures based questions Class 10th SST Ch-1 The Rise of
CBSE Class 10 Social Science (History) Chapter 1 The Rise Of
Class 10
The Rise Of Nationalism In Europe Notes Class 10th

VIDEO

Rise of Nationalism in Europe
Nationalism in Europe 🌍 Class x CBSE
LECTURE 5
COMPLETE CHAPTER IN ONE VIDEO
LECTURE 4
Nationalism in India Class 10 full chapter (Animation)

COMMENTS

The Rise of Nationalism in Europe Case-Based Extract Questions Class 10
22 October 2022. Class 10 Social Science MCQs. Case study-based extract questions on the chapter 'The Rise of Nationalism' are given here for students to practise such questions. Questions are a combination of MCQs and subjective questions as per the latest syllabus 2022-23. Click here for more materials on CBSE Class 10 History.
Case Study Questions Chapter 1 The Rise of Nationalism in Europe
Chapter 1 The Rise of Nationalism in Europe Case Study Questions Class 10 Social Science. 1. Read the source given below and answer the following questions: Following the defeat of Napoleon in 1815, European governments were driven by a spirit of conservatism. Conservatives believed that established, traditional institutions of state and ...
Case Study Questions for Class 10 Social ...
Here we are providing case study questions for Class 10 Social Science History Chapter 1 The Rise of Nationalism in Europe. Case Study Question 1: In 1848, Frédéric Sorrieu, a French artist, prepared a series of four prints visualising his dream of a world made up of 'democratic and social Republics', as he called them.
Case Study Questions Class 10 Social Science History
Mark 2. Answer The rise of nationalism in Europe in 1871 was driven by several factors: Unification movements in Italy and Germany, The decline of multi-ethnic empires, Economic and industrial growth, Promotion of national cultures, The spread of liberal and democratic ideals, The aftermath of the Franco-Prussian War.
NCERT Solutions For Class 10 History Social Science Chapter 1 Rise of
NCERT Book Solutions for Class 10 History Chapter 1 Rise of Nationalism in Europe - CBSE Free PDF Download. NCERT Solutions for Class 10 History Chapter 1 Rise of Nationalism in Europe is designed to help students perform well in the CBSE exams. Nationalism is an ideology and movement that promotes the interests of a particular nation, especially with the aim of gaining and maintaining the ...
NCERT Solutions for Class 10 History Chapter 1 The Rise of Nationalism
C hapter 1 NCERT Solutions of Class 10 History will make you aware of the various important topics of world history such as the idea of the nation, the making of nationalism in Europe, the making of Germany, Italy and Britain, nationalism and imperialism and many others. NCERT Solutions for Class 10 will help the students in learning complex ...
Chapter 1 Class 10 History
Our course covers all the topics and concepts that you need to ace your Class 10 History Chapter 1 Class 10 History Rise of Nationalism in Europe exams and beyond. You will learn from the best teachers, who have years of experience and expertise in teaching history. You will also get access to highquality study materials, such as notes, videos ...
NCERT Solutions for Class 10 History Chapter 1 The Rise of Nationalism
Class 10 History Chapter 1 NCERT Solutions PDF Download. Write in brief. Question 1. Write a note on: (a) Guiseppe Mazzini. (b) Count Camillo de Cavour. (c) The Greek war of independence. (d) Frankfurt Parliament. (e) The role of women in nationalist struggles.
CBSE Class 10 History The Rise of Nationalism in Europe Case Study
The Rise of Nationalism in Europe Case Study Questions (CSQ's) Select the number of questions for the test: TopperLearning provides a complete collection of case studies for CBSE Class 10 History The Rise of Nationalism in Europe chapter. Improve your understanding of biological concepts and develop problem-solving skills with expert advice.
CBSE Class 10 History Notes Chapter 1
Chapter 1 of CBSE Class 10 History deals with many of the issues visualised by Sorrieu and will look at the diverse processes through which nation-states and nationalism came into being in nineteenth-century Europe. The topics covered in this chapter are the Rise of Nationalism in Europe, the French Revolution, Nationalism and Imperialism.
PDF The Rise of Nationalism in Europe Chapter I
and Switzerland, which by this time were already nation-states. France, The Rise of Nationalism in Europe Fig. 1 — The Dream of Worldwide Democratic and Social Republics - The Pact Between Nations, a print prepared by Frédéric Sorrieu, 1848. The Rise of Nationalism in Europe Chapter I New words Absolutist - Literally, a government or
NCERT Solutions for Chapter 1 The Rise of Nationalism in Europe Class
Answer. The 1848 revolution of the liberals means the revolution led by the educated middle classes in France and other parts of Europe such as Germany, Italy, Poland and the Austro- Hungarian Empire. • Politically, they demanded constitutionalism with national unification.
Revision Notes for Chapter 1 The Rise of Nationalism in Europe Class 10
Revision Notes for Chapter 1 The Rise of Nationalism in Europe Class 10 History. • In 1848, Frederic Sorrieu, a French artist, painted a series of four prints visualising his dream of a world made up of 'democratic and social Republics'. • During the nineteenth century, the idea of nationalism made changes in Political and mental world ...
The Rise of Nationalism in Europe Class 10 History Extra Questions
Answer: (i) Ideas of national unity in early 19th century Europe were closely allied to the ideology of liberalism. (ii) The term 'liberalism' is derived from the Latin word 'liber' which means free. (iii) For the new middle classes, liberalism stood for freedom for the individual and equality of all before law.
The Rise of Nationalism in Europe Class 10 History Chapter 1 Notes
The important topic of Chapter 1 in Class 10 history is "The Rise of Nationalism in Europe. Nationalism in Europe Class 10 notes cover the historical movement that emphasised the identity, culture, and unity of a nation. The reasons for the rise of nationalism in Europe Class 10 include cultural and political factors, the impact of French ...
CBSE Class 10 History Chapter 1 The Rise of Nationalism In Europe
History is an integral part of CBSE Class 10 Social Science subject, and learning it can be exciting. Meanwhile, Chapter 1 of CBSE Class 10 History deals with how the idea of nationalism emerged in Europe. Some of the main topics and concepts covered in this chapter include the Rise of Nationalism in Europe, French Revolution, Liberal Nationalism, New Conservatism, Nationalism and Imperialism ...
The Rise of Nationalism in Europe
Solutions of Chapter 1 The Rise of Nationalism in Europe NCERT History India and the Contemporary World 2 Class 10. Meticulously crafted NCERT solutions to boost your CBSE board exam preparation. Easily score more marks in History CBSE exam.
CBSE Class 10 History Chapter 1 The Rise of Nationalism in Europe
Chapter 1 of CBSE Class 10 History explores many of the issues visualized by Sorrier. It examines the various processes through which nation-states and nationalism emerged in 19th-century Europe. This chapter covers the following topics: the rise of nationalism in Europe, the French Revolution, nationalism, and imperialism.
Ch 1 The Rise of Nationalism in Europe Extra Questions Class 10th History
Give any three reasons. OR. "The decade of 1830 had brought great economic hardship in Europe". Support the statement with arguments. Answer. • The first half of the nineteenth century saw an enormous increase in population all over Europe. • In most countries, there were more seekers of jobs than employment.
The Rise of Nationalism in Europe class 10 full chapter ...
Learn the full chapter of The Rise of Nationalism in Europe for class 10 with this engaging video. Subscribe to our channel for more educational content.
Ch 1 The Rise of Nationalism in Europe Class 10th Notes| History
Nationalism and Imperialism. • The Balkans comprised modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro. • Balkans was a region of geographical and ethnic variation was under the control of the Ottomon Empire. • The idea of Romantic nationalism made this region very ...
Case Based Questions Test: The Rise of Nationalism in Europe
Solutions of Case Based Questions Test: The Rise of Nationalism in Europe - 1 questions in English are available as part of our course for Class 10 & Case Based Questions Test: The Rise of Nationalism in Europe - 1 solutions in Hindi for Class 10 course. Download more important topics, notes, lectures and mock test series for Class 10 Exam by signing up for free.
History Chapter 1 The Rise of Nationalism in Europe
Important Terms. Allegory: When an abstract idea (for instance greed, envy, freedom, liberty, etc.) is expressed through a person or a thing.An allegorical story has two meanings, one literal and one symbolic. Absolutism: It refers to a system of rule that has no restraints on the power exercised. Conservatism: It is a political and social philosophy promoting traditional social institutions ...

The Rise of Nationalism in Europe Case-Based Extract Questions Class 10 History

Q.1. Read the extract and answer the questions given below.

Q.2. Read the extract and answer the questions given below.

Q.3. Read the extract and answer the questions given below:

want to share! Share this content

You Might Also Like

Leave a Reply Cancel reply

Case Study Questions Chapter 1 The Rise of Nationalism in Europe

Chapter 1 The Rise of Nationalism in Europe Case Study Questions Class 10 Social Science

Related Posts

Two Stories About Flying Class 10 English Important Questions

How do the Organisms Reproduce Class 10 Science Important Questions

Human Eyes and Colourful World Class 10 Science Important Questions

Case Study Questions for Class 10 Social Science History Chapter 1 The Rise of Nationalism in Europe

Related Posts

Download CBSE Books

Leave a Reply Cancel reply

Discover more from Gurukul of Excellence

Case Study Questions Class 10 Social Science History Chapter 1 The Rise of Nationalism in Europe

Case Study 1

Case Study 2

Case Study 3

Case Study 4

Case Study 5

Leave a Reply Cancel reply

We have a strong team of experienced Teachers who are here to solve all your exam preparation doubts

Interesting

Chapter 1 Class 10 History - Rise of Nationalism in Europe

MCQ Questions (1 Marks)

Hi, it looks like you're using AdBlock :(

Revision Notes for Chapter 1 The Rise of Nationalism in Europe Class 10 History

Related Questions

Report a problem

The Rise of Nationalism in Europe Class 10 History Chapter 1 Extra Questions and Answers

The Rise of Nationalism in Europe Class 10 Extra Questions History Chapter 1

Short Answer Type Questions

Long Answer Type Questions

HOTS Questions (Higher Order Thinking Skills)

The Rise of Nationalism in Europe Class 10 History Chapter 1 Notes (Free PDF Download)

The Rise of Nationalism in Europe Class 10 Notes History Chapter 1 - PDF Download

CBSE Class 10 History Chapter Wise Notes

Related Chapters

Access Class 10 History Chapter 1 Notes - Rise of Nationalism in Europe

French Revolution

Napoleonic Code

New Middle Class

A New Conservatism After 1815

The Revolutionaries

The Age of Revolution: 1830-1848

Making of German

Making of Italy

Nationalism and Imperialism

Important Questions and Answers For Class 10 History Chapter 1 Notes

The Rise of Nationalism in Europe - Free PDF of Class 10 History Chapter 1 Notes

Important Topics Covered under CBSE Class 10 History Chapter 1 Notes

The French Revolution and the Idea of the Nation

The Age of Revolutions: 1830-1848

The Making of Germany and Italy

Hunger, Hardship and Popular Revolt

The Revolution of the Liberals

Benefits of Learning With Vedantu’s Nationalism in Europe Class 10 Notes

CBSE Related Links

FAQs on The Rise of Nationalism in Europe Class 10 History Chapter 1 Notes (Free PDF Download)

CBSE Class 10 History Chapter 1 The Rise of Nationalism In Europe Important Questions

Download CBSE Class 10 History Chapter 1 The Rise of Nationalism In Europe Important Questions PDF

Leave a Comment Cancel reply

Register with BYJU'S & Download Free PDFs

The Rise of Nationalism in Europe

Intext Discuss

Write in brief

CBSE Class 10 History Chapter 1 The Rise of Nationalism in Europe

Join Vidyakul

Verify Your Mobile Number

Verify Mobile Number

Reset Your Password

Ch 1 The Rise of Nationalism in Europe Class 10th Notes| History

Case Based Questions Test: The Rise of Nationalism in Europe - 1 - Class 10 MCQ

Top Courses for Class 10

Related Content

Important Questions for Case Based Questions Test: The Rise of Nationalism in Europe - 1