CHAPTER

History

The Rise of
Nationalism in Europe
During the 19th century, nationalism emerged as a force, which brought about
sweeping changes in the political and mental world of Europe. The end result of
these changes was the emergence of the nation-state in place of the multi-national
dynastic empires of Europe. 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. This commonness was forged through struggles, through
the actions of leaders and the common people.

The French Revolution and the Idea of the Nation

The French Revolution (1789), paved the way for the modern nation-state
and also had a big part in the birth of nationalism. Across Europe, radical
intellectuals questioned the old monarchical order and encouraged the development
of a popular nationalism, committed to re-drawing the political map of the
continent.
From the very beginning, the French revolutionaries introduced various
measures and practices that could create a sense of collective identity like the ideas
of la patrie (the fatherland) and le citoyen (the citizen) amongst the French people.
These ideas emphasised the nation of a united community enjoying equal rights
under a Constitution. A new French flag, the tricolour was chosen to replace the
former royal standard.
A centralised administrative system was put in place and it formulated
uniform laws for all citizens within its territory. Regional dialects were discouraged
and French (as it was spoken and written in Paris) became the common language of
the nation. With the outbreak of the revolutionary wars, the French armies began to
carry the idea of nationalism abroad. There was no doubt that Napoleon had
destroyed democracy in France, but in the administrative field, he had incorporated
revolutionary principle by introducing the Civil Code of 1814, usually known the
Napoleonic Code. This code did away with all privileges based on birth,
established equality before the law and secured the right of property.
u

Nation-State The region 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.

3 The French Revolution

3
3
3
3
3

and the Idea of the

Nation
The Making of
Nationalism in Europe
The Age of Revolution:
1830-1848
The Making of
Germany and Italy
Visualising the Nation
Nationalism and
Imperialism

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This code was exported to the regions

under French control. Initially, the French
armies were welcomed as harbingers of
liberty, but the initial enthusiasm soon
turned to hostility, as it became clear that
the new administrative arrangements did not
go hand-in-hand with political freedom.

The Making of Nationalism

in Europe
If we look at the map of mid-18th
century Europe, we will find that there were
no nation-states like today. Now, what we
know as Germany, Italy and Switzerland were
divided into Kingdoms; Duchies and
Cantons, whose rulers had their autonomous
territories.
The Habsburg empire, the Ottoman
empire, etc were the patchwork of many
different regions and peoples. The only tie
binding of these diverse groups together was
a common allegiance to the emperor. There
were many factors that led to the
nation-states.

Among them some important factors were

The rise of new middle class.
The spread of the ideology of liberalism.
The new spirit of conservatism and the
Treaty of Vienna.

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Social Science Class 10th Term II

The Aristocracy and the New Middle Class

Socially and politically, a landed aristocracy was the
dominant class on the continent. In Western and Central parts of
Europe, there was an emergence of commercial classes whose
existence was based on production for the market.
Due to industrialisation, the new social groups a working
class population and middle classes made up of industrialists,
businessmen, professionals came into being. It was among the
educated, liberal middle classes; the idea of national unity gained
popularity.

What did Liberal Nationalism Stand for?

Ideas of national unity in the early 19th century, Europe were
closely allied to the ideology of liberalism. For the new middle
classes, liberalism stood for freedom for the individual and equality
of all before the law. Throughout the 19th and early 20th century,
there were the movements demanding equal political rights, i.e.,
Universal suffrage or the right to vote.
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. In 1834, a Customs Union or
Zollverein was formed at the initiative of Prussia and joined by most
of the German states. The union abolished tariff barriers and
reduced the number of currencies from over thirty to two.

A New Conservatism after 1815

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.
The European powers like 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 and they drew up the Treaty
of Vienna of 1815.
u

u
u

Habsburg Empire The empire that used Austria, Hungary including

the Alpine region of Tyrol, Austria, Sudetenland and Bohemia.
Ottoman Empire

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.
Conservatism A political philosophy that stressed the importance of
tradition, established institutions, customs and preferred gradual
development to quick change.
Suffrage The right to vote.
Plebiscite A direct vote by which all the people of a region are asked
to accept or reject a proposal.

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The Rise of Nationalism in Europe

The main intention was to restore the monarchies

that had been overthrown by Napoleon and create a new
conservative order in Europe. Conservative regimes set up
in 1815, were autocratic. 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 Revolutions.

Polish came to be seen as a symbol of the struggle

against Russian dominance.

The Revolutionaries
During the years following 1815, the fear of
repression drove many liberal-nationlists underground.
Main objectives of revolutionaries were to oppose
monarchial forms that had been established after the
Vienna Congress and to fight for liberty and freedom.
Most of these revolutionaries saw the creation of
nation-state as a necessary part of this struggle for freedom.

The Age of Revolutions : 1830-1848

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
empire, Ireland and Poland.
The first upheaval took place in France in July 1830.
The July Revolution sparked an uprising in Brussels, which
led to Belgium breaking away from the United Kingdom of
the Netherlands. The growth of revolutionary nationalism
in Europe sparked off a struggle for independence amongst
the Greeks, which began in 1821.

Hunger, Hardship and Popular

Revolt
The 1830s were the years of great economic
hardship in Europe. The first half of the 19th century
saw an enormous increase in population all over the
Europe. Population from rural areas migrated to the
cities to live in overcrowded slums. Small producers
in towns were often faced with stiff competition from
imports of cheap machine-made goods from
industrially developed England. In those regions of
Europe, where the aristocracy still enjoyed power,
peasants struggled under the burden of feudal dues
and obligations.
The rise of food prices or a year of bad harvest
led to widespread pauperism in town and country. In
1848, food shortage and widespread unemployment
brought the population of Paris out on the roads.
Barricades were erected and Louis Philippe was
forced to flee.
A National Assembly proclaimed a republic and
granted suffrage to adult males above 21 and
guaranteed the right to work. Events of February
1848 in France, had brought about the abdication of
the monarch.

1848 : The Revolution of the Liberals

Poets and artist landed Greece as the cradle of

European civilisation and mobilised public opinion to
support its struggle against Muslim empire. Finally, the
Treaty of Constantinople of 1832, recognised Greece as an
independent nation.

In other parts of Europe, like Germany, Italy,

Poland, the AustroHungarian Empiremen and
women of the liberal middle classes combined their
demands for constitutionalism with national
unification.

The Romantic Imagination and National

Feeling

On 18th 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 to subject to a
Parliament.

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.
Art and poetry, stories and music helped express and shape
the nationalist feelings.
Poland which was no longer existed as an
independent territory, kept nationalist feeling alive
through music and language. Karol Kurpinski celebrated the
national struggle through his operas and music, turning
folk dances like polonaise and mazurka into nationalist
symbols. Many members of the clergy in Poland began to
use language as a weapon of national resistance. The use of

When the deputies offered the crown on these

terms to Wilhelm IV, King of Prussia, he rejected it
and joined other monarchs to oppose the elected
assembly.
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.

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Social Science Class 10th Term II

The issue to 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.

Bismarck made Russia neutral by helping it at

the time of Polish insurrection. He also secured the
neutrality of France and Italy. In 1870, Prussia defeated
France and occupied Alsace and Lorraine.

Women had formed their own political

associations, founded newspapers and had taken part in
political meetings and demonstrations. Despite this,
they were denied the suffrage rights during the election,
of the assembly.

On 18th January, 1871, an assembly comprising

the princes of the German states, representatives of the
army, important Prussian ministers including the Chief
Minister Bismarck gathered in the Hall of Mirrors at
Versailles to proclaim the new German empire headed
by Kaiser William I of Prussia.

Monarchs were beginning to realise that the cycles

of revolution and repression could only be ended by
granting concessions to the liberal-nationalist
revolutionaries. Thus, serfdom and bonded labour were
abolished both in the Habsburg dominions and in
Russia. The Habsburg rulers granted more autonomy to
the Hungarians in 1867.

The Making of Germany and Italy

Germany : Can the Army be the Architect of
a Nation?
In Germany, nationalist feelings were widespread
among middle class, 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
repressed by the monarch and military, supported by
large land-owners (Junkers) of Prussia. The first step
towards unification of Germany was unconsciously
taken by Prussia, when Prussia established Zollverein or
Customs Union, joined by most German states.
Prussia took on the leadership of the movement
for national unification. Prussias Chief Minister
Otto von Bismarck was the architect of this process
with the help of Prussian army and bureaucracy. In
January 1871, William I, the Prussian Emperor, though
deeply conservative, believed in the National Mission of
Prussia to unify Germany.
Bismarck followed aggressive foreign policy, the
Blood and Iron Policy and relatively subdued domestic
one, playing with the nationalistic sentiments of the
people of Germany.
Bismarck set the diplomatic stage for challenging
Austria as well as trying out his new enemy Denmark
over the question of the control of two Duchies of
Schleswig and Holstein. In 1864, Bismarck fought a war
against Denmark and took control of Schleswig.

The new state placed a strong emphasis on

modernising the currency, banking, legal and judicial
systems in Germany. Prussian measures and practices
often became a model for the rest of Germany.

Italy Unified
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. 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 many regional and
local variations. During the 1830s, Giuseppe Mazzini had
sought to put together a coherent programme for a
Unitary Italian Republic. He formed a secret society
called Young Italy. He 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.
The unification of Italy owed much to the
diplomacy of the Chief Minister Cavour, who became the
Prime Minister of Piedmont from 1852 to 1860.
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.
Garibaldi was a central figure in the unification of
Italy, since he personally commanded and fought in
many military campaigns that led eventually to the
formation of a unified Italy. He has been called the
Hero of Two Worlds, because of his military
enterprises in South America and Europe.

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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.
The states of Tuscany, Modena, Parma and the
Papal joined hands with Sardinia. By March 1860,
the entire Central Italian states were unanimously
united with Piedmont. Rome became a part of
Sardinia and in this way, the final unification of Italy,
was also achieved in 1871.

In France, the female allegory was christened

Marianne. Her characteristics were drawn from those of
Liberty and the Republicthe red cap, the tricolour, the
cockade. Germania became the allegory of the German
nation. Germania wears a crown of oak leaves, as the
German oak stands for heroism.

Meanings of the Symbols

Attribute

Significance

Broken chains

Being freed

Breastplate with eagle

Symbol of German Empirestrength

The Strange Case of Britain

Crown of oak leaves

Heroism

Some scholars have argued that the model of the

nation-state is Great Britain. It 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 18th century. The primary identities of
the people who inhabited the British Isles were Ethnic
ones like English, Welsh, Scot or Irish. As English
nation steadily grew in wealth, importance and
power, it was able to extend its influence over the
other nations of the islands.

Sword

Readiness to fight

Olive branch around the sword

Willingness to make peace

Black, red and gold tricolour

Flag of the Liberal nationalists in 1848,

banned by the Dukes of the German
states

Rays of the rising sun

Beginning of a new era

The English Parliament, which had seized

power from the monarchy in 1688, was the
instrument through which a nation-state, with
England at its centre came to be forged. 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. After a failed
revolt led by Wolfe Tone and his United Irishmen
(1798), Ireland was forcibly incorporated into the
United Kingdom in 1801.
A new British nation was forged through the
propagation of a dominant English culture. The
symbol of the new Britain were the British flag
(Union Jack), the National Anthem (God Save Our
Noble King) and the English language.

Visualising the Nation

Nationalism and Imperialism

By the last quarter of the 19th century, the
nationalism no longer retained its idealistic liberal
democratic sentiment of the first half of the century.
During this period nationalist groups became increasingly
intolerant with each other and ever ready to go to war.
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.
u

Artists in the 18th and 19th centuries found a

way out by personifying nation. 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 in a concrete form. The
female figure became an allegory of the nation.

Ethnic

Relates to a common racial, tribal or cultural origin

or background that a community identifies with or claims
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.
Romanticism A Cultural Movement which aimed at
developing a particular form of national sentiment and
promote a feeling of collective heritage as like basis of nation.

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Social Science Class 10th Term II

The Balkans states were fiercely jealous of each other and each hoped to gain more territory at the expense of
the others. Matters were further complicated because the Balkans also became the scene of big power rivalry. Each
powerRussia, Germany, England, Austro-Hungary was keen on countering the hold of other powers over the
Balkans and extending its control over the area.
This led to a series of wars in the region and finally the First World War. Nationalism, aligned with
imperialism, led Europe to disaster in 1914. The anti-imperial movements that developed everywhere were
nationalist, in the sense that they all struggled to form independent nation-states. European ideas of nationalism
were nowhere replicated, for people everywhere developed their own specific variety of nationalism. The idea that
societies should be organised into nation-states came to be accepted as natural and universal.

Timeline
1848

1789
The French Revolution occurred.

1797
Napoleon invades Italy; Napoleonic wars begin.

1804
Napoleonic Code was introduced publishing privileges
based on birth. Upheld equality before law.

1859-1870
Unification of Italy.

1866-1871

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

1821
Greek struggle for independence begins.

Unification of Germany.

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

1905

1832
Greece gained independence.

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

Websites

Revolutions in Europe: Artisans, industrial workers and

peasants revolt against economic hardships; middle
classes demand Constitutions and representative
governments; Italians, Germans, Magyars, Poles, Czechs,
etc demanded for nation-states.

for Additional Information

library.thinkquest.org/TQ0312582/unification.html
faculty.ucc.edu./egh-demerow/Italy.htm
en.wikipedia.org/wiki/French-Revolution
www.historyorb.com>European History

Slavs nationalism gathers their force in the Habsburg and

Ottoman empire.

1914
Beginning of the First World War.

P r ac t i
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Summative Assessment
Multiple Choice Questions

[1 Mark each]

1. Who has been called the Hero of Two Worlds ?

(a) Garibaldi
(c) Mazzini
Ans. (a)

Hint Because of his military enterprises in both South

America and Europe, Garibaldi has been called the
Hero of Two Worlds.

2. In 18th century, political clubs became an

important rallying point for people who wished to
discuss government policies and plan their own
form of action. Of them which club was most
successful?
(a) The Jacobins
(c) The Bolsheviks
Ans. (a)

(b) The Marseillaise

(d) None of these

3. When did the Greek struggle for independence

begin?
(a) 1821
Ans. (a)

(b) 1850

(c) 1870

(d) 1890

Hint Greece was the craddle of European

civilisation and Greek nationalists mobilised public
opinion to support their struggle against the Turk
emperor.

4. Industrialisation began in England in

(a) the first half of the 18th century.
(b) the second half of the 18th century.
(c) the first half of the 19th century.
(d) the second half of the 17th century.
Ans. (b)

(c) 1818

(b) In 1789
(d) In 1795

Hint France experimented liberal democracy and the

right to vote or suffrage was introduced.

7. ____ is a political philosophy that stressed the

importance of tradition, established institutions
and customs and preferred gradual development
to quick change.
(a) Liberalism
(b) Conservatism
(c) Radicalism
(d) None of the above
Ans. (b)
Hint After the defeat of Napoleon in 1815, European
Governments were driven by the spirit of conservatism.

8. On 21st September, 1792, the newly elected

assembly abolished the monarchy and declared
France as a
(a) republic
(c) sovereign state
Ans. (a)

(a) 1790
(c) 1850
Ans. (b)

Britain, Russia, Prussia and Austria who had

collectively defeated Napoleon, met at Vienna to
draw up a settlement for Europe and signed the
Treaty of Vienna.
(b) 1815

(a) In 1791
(c) In 1792
Ans. (c)

(b) democracy
(d) socialist state

9. American Constitution came into force in ____ .

5. In ____, representatives of the European powers,

(a) 1817
Ans. (b)

6. In which year all men of 21 years and above in

France regardless of their wealth did get the right
to vote?

(b) Cavour
(d) Metternich

(d) 1820

(b) 1789
(d) 1950

10. Mazzini, Garibaldi and Cavour, all made their

contribution in their own way in the unification
of ____.
(a) Germany
(c) Russia
Ans. (b)

(b) Italy
(d) Britain

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11. Who was called Bismarck of Italy ?

(a) Mazzini
(c) Cavour
Ans. (b)

(b) Garibaldi
(d) None of these

12. The Habsburg empire ruled over which area?

(a) America
(c) Poland
Ans. (c)

(b) Denmark
(d) Belgium-Holland

13. In which one of the following events, we observe the

clear expression of nationalism?
(a) The Russian Revolution
(b) The French Revolution of 1789
(c) Glorious Revolution
(d) The American Revolution
Ans. (b)

(b) Monarchy
(d) Council of French Citizen

15. During the middle of the 19th century, Italy was

divided into ____ states.
(b) six

(d) nine

measure
(b) thread

(c) cloth

(d) height

17. Who said, When France sneezes, the rest of the

Europe catches cold ?
(a) Garibaldi
(b) Metternich
(c) Mazzini
(d) Bismarck
Ans. (b)
Hint The effect of French Revolution was felt all over
Europe.

18. What does a blind-folded woman carrying a pair of

weighing scales, symbolise?
(a) Equality
(c) Liberty
Ans. (b)

(b) Justice
(d) Harmony

19. Which of the following states was ruled by an Italian

Princely House?
(a) Papal State
(c) Sardinia-Piedmont
Ans. (c)

20. Who was Cavour?

(a) He was the Chief Minister of Germany, during its
unification.
(b) He was the Chief Minister of Italy, during its
unification.
(c) He was the Chief Minister of France, during
revolution.
(d) He was the Chief Minister of Prussia, during its
unification.
Ans. (b)

(a) United Kingdom of Ireland

(b) United Kingdom of Great Britain
(c) United Kingdom of Scotland
(d) United States of America
Ans. (b)
Hint The Act of Union between England and
Scotland resulted in the formation of the United
Kingdom of Great Britain and after that England was
able to impose its influence on Scotland.

22. Liberalism in the economic sphere did not

entail

(c) seven

16. Elle, the measuring unit in Germany was used to

(a) land
Ans. (c)

Hint Italy was divided into seven states of which

only one, Sardinia-Piedmont was ruled by an Italian
Princely House.

of Union, 1707?

functioning in France before the revolution of 1789?

(a) five
Ans. (c)

Social Science Class 10th Term II

21. Which of the following was the result of the Act

14. Which one of the following types of government was

(a) Dictatorship
(c) Military
Ans. (b)

ne

(b) Venetia
(d) Tuscany

(a) freedom of markets.

(b) abolition of state imposed restrictions on good.
(c) abolition of restriction on movement of capital.
(d) feudal privileges.
Ans. (d)

23. In which of the following years was unification

of Germany achieved ?
(a) 1856-1871
(c) 1866-1871
Ans. (c)

(b) 1860-1871
(d) 1865-1871

24. Which area was known as the Powder Keg of

Europe?
(a) Balkans
(c) Italy
Ans. (a)

(b) Ottoman Empire

(d) Germany

Hint It refers to the Balkans in the early part of the

20th century when there were a number of
overlapping clan territories.

25. What did the German Sword stand for?

(a) Heroism
(b) Readiness to fight
(c) Beginning of a new era
(d) Symbol of German empire-strength
Ans. (b)

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The Rise of Nationalism in Europe

Short Answer Type Questions

1. How did nationalism and the idea of the nation-state
emerge ?

[3 Marks each]
5. Choose three examples to show the contribution of culture
of the growth of nationalism in Europe.

Ans. Nationalism and the idea of the nation-state

emerged within the culturally and regionally diverse
groups of Europe. Due to industrialisation and
transformation of society, they emerged a middle class
consisting of businessmen, working professionals,
industrialists, labourers and working class people.
Out of these, the educated people thought of uniting
the culturally compatible sections of people in
Europe. This led to nationalism and emergence of
idea of the nation-state.

2. Describe the political ends that list hopes to achieve

through economic measures.
Ans. A customs union known as Zollverein was formed
at the initiative of Prussia and joined by most of the
German states. This union abolished tariff barriers and
summed up 30 currencies into two.
Besides this, the aim of the union was to bind the
Germans economically into a nation by strengthening
the nation materially through its protection of interests
externally and stimulating its internal productivity. It
must be awakened and national sentiments should be
raised through a fusion of individual and state
interests.

3. Who were Marianne and Germania? What was the

importance of way in which they were portrayed?
[NCERT]

Ans. Marianne and Germania were the female

allegories of France and German nations
respectively. They stood as personifications of the
Republic and Liberty. They were portrayed such
that would instill a sense of nationality in the citizens of
these countries.

4. Explain what is meant by the 1848 Revolution of the

Liberals. What were the political, social and
economic ideas supported by the liberals? [NCERT]
Ans. By the 1848 Revolution of the Liberals, we mean,
the revolution led by the educated middle classes of
Europe. Events of February 1848, in France brought
about the abdication of the monarchy and a republic
based on universal male franchise was formed.
Social and economic ideas supported are
(i) Politically, it emphasised the concept of
government by consent, abolition of autocracy
and special privileges.
(ii) Socially, the liberals supported the abolition of
discrimination based on birth.
(iii) Economically, it stood for the abolition of trade
restrictions imposed by the state.

[NCERT]

Ans. Examples of contribution of culture to the growth of

nationalism in Europe are
(i) The idea of a nation can be created through stories,
poems and writings. Music too can help in expressing
nationalist feelings or sentiments.
(ii) Romanticism, a Cultural Movement which emerged in
Europe, sought to develop a particular form of nationalist
sentiments or national feelings. The main aim of
Romantic artists was to create a sense of a shared
collective heritage and a common cultural past.
(iii) Language also played an important role in developing
the national sentiments or nationalist feeling. For
example in Poland, language began to be used as a
weapon of national resistance. The wide scale use of
Polish language came to be seen as a symbol of
struggle against national dominance.

6. What area was known as the Balkans?

Ans. The vast territory lying between the Black Sea and the
Adriatic Sea comprising the modern states of Romania,
Albania, Greece, Croatia, Bosnia-Herzegovina, Slovenia,
Serbia and Montenegro was known as the Balkans. All these
states were once the part of the Ottoman empire and were
inhabited by people broadly known as Slavs.
The spread of the ideas of Romantic nationalism and the
disintegration of Ottoman empire made this region very
explosive. The Balkans states were fiercely jealous of each
other and each hoped to gain more territory at the expense of
the others.

7. How did Romanticism seek to develop a particular form of

nationalist sentiments during 18th century? Explain.
Ans. Romanticism referred to a Cultural Movement which
sought to develop a particular form of national sentiment.
Romantic artist and poets generally criticised the glorification
of reason and science. They focused on emotions, intuition
and mystical feelings. Their effort was to create a sense of a
shared collective heritage, a common cultural part as the
basis of a nation.
Some German Romantics thought that through folk songs,
folk poetry and folk dancer, the true spirit of the nation could
be popularised. They claimed that true German culture was
to be discovered among the common people.

8. (a) What was the Zollverein?

(b) What were its wider implications?
Ans.
(a) In 1834, a Customs Union or Zollverein was formed
at the initiative of Prussia. It was joined by the most
of the German States.

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10

(b) The aim of Zollverein was to bind the Germans

economically into a nation. The Union abolished the
tariff barriers and reduced the number of currencies
from over thirty to only two.
It helped to awaken and raise national sentiment through
a fusion of individual and provincial interests. The
German people realised that a free economic system
was the only means to engender national feeling.

Social Science Class 10th Term II

(ii) When King of Prussia, Friedrich Wilhelm IV

was offered the crown on these terms, he
rejected it and opposed the elected assembly.
(iii) The Parliament was dominated by the middle
class who resisted the demands of workers
and artisans and consequently lost their
support.

11. Giuseppe Garibaldi (1807-82) is perhaps the most

9. (a) What is a nation-state?

(b) Mention any two measures and practices that the French
revolutionaries introduced to create a sense of collective
identity amongst the French people.
Ans.
(a) A nation-state is one in which the majority of its citizens
and not only its rulers, come to develop a sense of
common identity, common language and shared history
or descent. The most noticeable characteristic of
nation-state is the degree to which they use the state as
an instrument of national unity, in economic and social
cultural life.
(b) The two measures introduced by the French
Revolutionaries were
(i) A new French flag, the tricolour was chosen to
replace the former royal standard.
(ii) A centralised administrative system was put in
place and it formulated uniform laws for all citizens.

10. Explain any three features of Frankfurt Parliament.

Ans. In the German regions a large number of political
association came together in the city of Frankfurt and decided
to vote for all German National Assembly.
Three features of Frankfurt Parliament are
(i) On 18th May, 1848, 831 elected representatives
marched 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.

Long Answer Type Questions

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celebrated of Italian freedom fighters. He came

from a family engaged in coastal trade and was a
sailor in the Merchant Navy. In 1833, he met
Mazzini, joined the Young Italy Movement and
participated in a republican uprising in Piedmont
in 1834. The uprising was suppressed and Garibaldi
had to flee to South America, where he lived in exile
[Value Based Question]
till 1848.
Read the above passage and answer the following
questions
(i) Who was Giuseppe Garibaldi? Write about his
role in uprising in Piedmont in 1834.
(ii) What values/lesson you have learnt from the
above passage?
Ans.
(i) Giuseppe Garibaldi was one of the most
celebrated Italian freedom fighters. He came
from a family engaged in coastal trade and
was a sailor in the Merchant Navy. In 1833, he
met Mazzini, joined the Young Italy Movement
and participated in a republican uprising in
Piedmont in 1834. The uprising was
suppressed and Garibaldi had to flee to South
America, where he lived in exile till 1848.
(ii) From the above passage I have learnt the
values like nationalism, patriotism and desire
of becoming independent.

[5 Marks each]

1. Summarise the attributes of a nation, as Ernest Renan understands them. Why in his view, are nations important?
Ans. Ernest Renan was a French philosopher, who outlined the attributes of a nation as follows
(i) A nation is not formed by a common language, race, religion or territory.
(ii) To form a nation, social capital, common glories and deeds of the past and common will are necessary. A nation is the
culmination of a long past of endeavours, sacrifice and devotion.
(iii) Nation is a large scale solidarity, its existence is a daily plebiscite and its inhabitants have the right to be consulted.
(iv) The existence of a nation is not only a good thing but also a necessity.
(v) A nation has never any real interest in annexing or holding on to a country against its will. Nations are important
because existence of the nation is a guarantee of liberty. Liberty would be lost if the world had only one law and only
one master.

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The Rise of Nationalism in Europe

2. Discuss the importance of language and popular traditions in

the creation of national identity.

[HOTS]

Ans. The development of nationalism does not come about

only through wars and territorial expansion. Culture plays an
important role in the creation of national identity.
Culture of a country includes its language, art and poetry,
stories, music, popular traditioneverything. Philosophers think
that to know folk culture, i.e., tradition of a country is essential
for a nation-building.
Because these traditions of folk songs, folk poetry and folk
dances of a country bind the people by the thread of
togetherness and pride. They give the feeling of culturally one
united nation. Languages too plays an important role in
developing nationalist sentiment.
After Russian occupation, the Polish language was forced out
of schools in Poland and Russian language was imposed
everywhere. Many members of the clergy in Poland began to
use Polish language. The use of Polish came to be seen as a
symbol of the struggle against Russian dominance. Thus, the
language and popular traditions of a country help in the
creation of national identity.

3. Describe the cause of the Silesian Weavers uprising. Comment

on the viewpoint of the journalist.
Ans. The cause of the Silesian weavers uprising was the
cheating of the weavers by the contractors. In 1845, the
weavers raised a revolt against the contractors who used to
supply them raw material to weave textiles in finished form. The
contractors drastically reduced their payments.
The viewpoint of the journalist Wilhelm Wolft for this uprising
was Weavers crowd reached the house of the contractor and
demanded higher wages. They were not treated well, so a
group of the crowd entered the contractors house forcibly and
destroyed the furniture, window panes and plundered it.
This shows that the viewpoint of the journalist was based
against the weavers and in favour of the contractor. On the
other hand, the journalist did not understand the root cause of
the uprising. He did not understand the misery of the weavers.

4. Imagine you are a weaver who saw the events as they

unfolded. Write a report on what you saw.
Ans. I have worked very hard to supply the woven cloth in time,
but received very little payment than what was agreed to by the
contractor. Since other weavers had also got less payment, on
the afternoon of 4th June, I went alongwith my partner and other
weavers to the contractors home for asking for better wages for
our weaving.
Our demands were scornfully refused and we were even
threatened that no more work would 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 contractors house,
barged inside and damaged his furniture and
crockery.
Some weavers also broke open his store of woven
cloth and tore it all up. 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 us. I was injured in the leg by a bullet and
now I am nursing my wounds as I write this.

5. (i) Compare the positions on the question of

womens rights voiced by the three writers
cited in the text. What do they reveal about
liberal ideology?
(ii) What values/lesson you have learnt from the
[Value Based Question]
given statement?
Ans.
(i) The liberal politician Carl Welcker, an elected
member of the Frankfurt Parliament, says that
(a) Woman is weaker dependent, timid and
requires the protection of man and her
sphere is the home where she keeps
children and does household duties
such as cooking, washing and cleaning,
etc.
(b) Equality between the sexes of woman
and man would only endanger harmony
and destroy the dignity of the family.
According to Louise Otto-Peters, a political
activist and founder of a womans journal and
a feminist political association, men try to
gain freedom and liberty for all.
Actually their untiring efforts are intended for
the welfare of only one half of humanity that is
men. She advocated that liberty can not be
divided among the men and women.
An Anonymous writer says that
It is unjust to discriminate against women on
the basis of gender.The women should not be
deprived of the right to vote while an illiterate
man has given the right to vote.
The above discussion shows that Louise
Otto-Peters and the Anonymous writer
advocate for womens rights of liberty and
equality but the first writer does not favour
womans rights of liberty and equality.
(ii) From the given statement I have learnt the
values like gender equality, and womens rights.

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6. Look at Figure (a). Do you think that the people living in

any of these regions thought of themselves as Italians?
Examine Figure (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? [HOTS]

SWITZERLAND

LOMBARDY
SAVOY
SARDINIA

VENETIA

PARMA
MODENA
SAN MARINO

MONACO

TUSCANY
PAPAL
STATE

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Social Science Class 10th Term II

Ans. In 1858, Italy was divided into seven states, with

the North being under the Austrian Habsburgs, the
centre being ruled by, the Pope and the Southern
regions being under the domination of the Bourbon
kings of Spain. Only one state, Sardinia-Piedmont was
ruled by an Italian Princely House.
The Italian language also had not acquired one
common form and had many regional and local
variations.
So, people living in these regions, except
Sardinia-Piedmont, would not have thought of
themselves as Italians.
The first region to become a part of united Italy was
Lombardy (1859). The last region to join was the Papal
State in 1870. The largest number of states joined in
1860.

7. Write a note on
KINGDOM
OF BOTH
SICILIES

(i)
(ii)
(iii)
(iv)
(v)

[NCERT]

Giuseppe Mazzini
Count Camillo de Cavour
The Greek War of Independence
Frankfurt Parliament
The Role of Women in Nationalist Struggles

Ans.
TUNIS

Figure (a). Italian states before unification, 1858.

SWITZERLAND
1866
AUSTRIA
1858
1858-60

1870

1860
1858

TUNIS

Figure (b). Italy after unification.

The map shows the year in which different
regions [seen in Figure (a)]
become part of a unified Italy.

(i) Giuseppe Mazzini was an Italian revolutionary.

He was born in Genoa in 1807. He was sent into
exile at the age of 24 in 1831 for attempting a
revolution in Liguria. He founded two secret
societies, namely Young Italy and Young Europe.
He inspired the young members of these
societies to involve in revolutionary activities.
Following his ideas and on the model of his secret
societies, more such societies were set up in
Germany, France, Switzerland and Poland.
Austrian Chancellor Duke Matternich once
describe him as the most dangerous energy of
our social order.
(ii) Count Camillo de Cavour was the Chief Minsiter
of Piedmont. He was neither a democrat nor a
revolutionary. But he led the movement to unify
the regions of Italy. Through tact and diplomacy,
he entered into an alliance with France and
succeded in defeating Austrian forces in 1859.
(iii) The Greek War of Independence was a
successful war waged by Greek revolutionaries
between 1821 to 1832 against the Ottoman
empire. Greek nationalists were influenced by the
idea of Liberal nationalism. They were supported
by the West European countries in this war of
independence. Further, the poets and artists, who
added romanticism to the Greek struggle of
independence, participated in this war against
the Ottoman empire.
With the Treaty of
Constantinople in July 1832, Greece was
recognised as an independent nation.

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The Rise of Nationalism in Europe

(iv) Frankfurt Parliament The German middle class

decided to vote for an all German National
Assembly in 1848 and 831 persons were elected.
They comprised the National Assembly. The
assembly decided to organise the Parliament at
Frankfurt in the church of St Paul. Thus, on 18th May,
1848, the famous Frankfurt Parliament was
convened.
The assembly decided that the German nation
would be a constitutional monarchy controlled by
Parliament and offered the crown to the Prussian
King, Friedrich Wilhelm IV. But he rejected it and
joined other monarchs to oppose the elected
assembly.
The Parliament also faced strong opposition from the
aristocracy and military as it was dominated by the
middle class who resisted the demands of workers
and artisans. As result of this, the middle class lost
their mass support.
Ultimately, the monarchy and military combined
together with the aristocracy and won over the
Liberal nationalist middle class. This forced the
assembly to disband.
Therefore, the Frankfurt Parliament is famous in
history as a failure of liberalism and a victory of the
monarchy.
(v) Role of Women in Nationalist Struggles Women
played very significant roles in nationalist struggles
all over the world. They actively participated in
movements, faced the tortures of police, stood by
their male counterparts, spread the idea of Liberal
nationalism and also were members of various
revolutionary organisations.
A good example is the French Revolution, in which
men and women participated equally. Even the
concept of Liberty is personified as a woman.
Liberal nationalism proposed the idea of universal
suffrage, leading to womens active participation in
nationalist movements in Europe. In spite of this,
they were given little or no political rights or right to
vote till the end of the 19th century.
Note This type of questions will not be asked in the
examination, only its one or two sub-parts will be
asked.

8. (i) What steps did the French revolutionaries take to

create a sense of collective identity among French
people?
(ii) What values/lesson do you imbibe from the struggle
of French Revolutionaries?
[Value Based Question, NCERT]

Ans.
(i) The French revolutionaries took the following steps
to create a sense of collective identity among the
French people

13

(a) They introduced the ideas of la patrie (the

fatherland) and le citoyen (the citizen),
emphasising the concept of a united
community enjoying equal rights under a
Constitution.
(b) They choose a new French flag, the tricolour,
to replace the royal standard.
(c) The Estates General was elected by the body
of active citizens and renamed the National
Assembly.
(d) In the name of the nation, new hymns were
composed, oaths taken and martyrs
commemorated.
(e) They established a centralised administrative
system, which formulated uniform laws for all
citizens.
(f) They adopted a uniform system of weights
and measures.
(g) All internal custom duties were abolished.
(h) They promoted the French language, as
spoken and written in Paris and discouraged
regional dialects.
(i) They declared that it was the mission and
destiny of the French nation to liberate
people of Europe from despotism. What is
meant was that they would help other people
of Europe to become nation-states like them.
(ii) From the struggle of French Revolutionaries I have
learnt, the values of patriotism and nationhood.

9. What changes did Napoleon introduce to make the

administrative system more efficient in the territories
[NCERT]
ruled by him?
Ans. Napoleon introduced the following changes to
make the administrative system more efficient in the
areas ruled by him
(i) He established Civil Code of 1804, also known as
the Napoleonic Code. This did away with all
privileges based on birth. It established equality
before law and secured the right to property.
(ii) He simplified administrative divisions, abolished
the feudal system and freed peasants from
serfdom and manorial dues.
(iii) In towns, guild systems were removed. Transport
and communication systems were improved.
Due to the above measures, peasants, artisans,
businessmen and workers enjoyed a new found
freedom.
Businessmen and small-scale producers realised
that uniform laws, a common currency and
standardised weights and measures would
facilitate movement and exchange of goods
between regions.

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14

10. Briefly trace the process of German unification.

[NCERT]

Ans. The Frankfurt Parliament, which was convented in

1848, was the first major step taken towards the unification
of German states.
But these liberal initiatives of nation building were
repressed by the monarchy and big landlords of Prussia.
From then Prussia took the initiative to unify Germany.
Otto von Bismarck, the Chief Minister of Prussia, carried
out the process of unification with the help of the Prussian
army and bureaucracy. Bismarck was convinced that the
unification of Germany could be only achieved by the
princes, not by the people.
He wanted to achieve his aim by merging Prussia into
Germany. In 1867, Bismarck became the chancellor of the
North confederation.

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Social Science Class 10th Term II

With the advent of English power, the English removed

the cultural, political institutions of Scotland forcefully
and the Scots were banned from speaking the Gaelic
language and put on their national dress.
There were two classes of the people in Ireland;
Catholics and Protestants. The English liked the
Protestants in comparison to Catholics.
The English with the help of the Protestants supressed
the Catholics and forcibly united Ireland with the United
Kingdom in 1801.
The symbols of the new Britainthe National Flag (Union
Jack), the National Anthem (God Save our Noble King)
and the English language were actively promoted.
Scotland and Ireland became the subordinate partners
of the United Kingdom.

12. Why did nationalist tensions emerge in the Balkans?

Bismarcks main objective was to unify Germany and was

accomplished by three wars with Austria, Denmark and
France which were fought in a brief period of seven years.

Ans. Nationalist tension emerged in the Balkans

These wars were ended with the victory of Prussia which

helped in compteting the process of German unification.
On 18th January, 1871, in the Royal Palace of Versailles,
the king of Prussia, Kaiser William I was crowned as the
German emperor. It symbolised the birth of a united
Germany.

The Balkans was a region comprising modern day

Romania, Bulgaria, Albania, Greece, Macedonia,
Croatia, Bosnia-Herzegovina, Slovenia, Serbia and
Montenegro and their inhabitants were called Slavs. The
major portion of the Balkans was under the Ottoman
empire.

11. How was the history of nationalism in Britain unlike the

All through the 19th century, the Ottoman empire

attempted to remove the internal backwardness of the
state and its people by adopting modern techniques, but
could not succeed.

rest of Europe?

[NCERT]

Ans. No, British nation was in existence before the 18th

century. Different ethnic groups of people were there in
the British Isles, such as English, Welsh, Scot and Irish.
Each of these ethnic groups had its own cultural and
political traditions. Nationalism in Britain was not the result
of a sudden upheaval or revolution. It was due to a long
drawn process.
The English nation possessed the other three nations of
the islands through a steady growth in property, wealth
and power. Besides this, the English language, British
Flag and National Anthem were promoted as national
symbols to identify the nationality of the nation.
The British Parliament became the chief instrument to
curb the power the monarchy in 1688 through a bloodless
revolution. The Act of Union (1707) between England and
Scotland formed the United Kingdom of Great Britain.

[NCERT]

because the Balkan states were aspiring for nationalism.

There was jealousy among the Balkans states and each

hoped to expand the boundaries to their land. The
ideology of Europe was changed during this period and
liberal democratic feelings became a narrow creed with
limited ends.
There were intolerance towards each other and they
were always ready to fight a war. The European powers,
Russia, Germany, Austria, Hungary and Britain were also
interested to further their own imperialism.
During this period, these European powers were
involved in an intense struggle over trade, colonies and
naval and military might. Each power was keen on
countering the hold of the other powers and extending its
own control over the area. This led to a series of wars in
the region and finally the First World War.

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The Rise of Nationalism in Europe

Miscellaneous Questions
1. Plot on a map of Europe the changes drawn up by
the Vienna Congress.
Ans. Europe After Vienna Congress

ICELAND
(DENMARK)

Ans. The symbolic meaning of the painting is that the

German nation has emerged. The female figure of
Germania is an allegory of the German nation. All the
attributes of the German nation can be seen in the
painting as given in the chart.
The replacement of the Kaisers crown with the broken
chain signifies that the German nation is now free from
autocratic monarchical rule.

3. Describe what you see in figure below What

historical events could Hubner be referring to in
this allegorical vision of the nation?

ATLANTIC SEA

[HOTS] [NCERT]

NORWAY
(SWEDEN)

SWEDEN
SCOTLAND

GREAT
BRITAIN

IRELAND

DENMARK

RUSSIAN EMPIRE

WALES

HABOVER
(G.B.)
ENGLAND
PRUSSIA
NETHERLANDS

POLAND
GALICIA

BAVARIA

AUSTRIAN EMPIRE

FRANCE

AUSTRIA

SWITZERLAND

SPAIN

ROMANIA

SARDINIA

BULGARIA

OTTOMAN EMPIRE

KINGDOM
OF THE
TWO
SICILIES

ARMENIA

MESOPOTAMIA

GREECE

TU
N

CRETE

IS

MOROCCO

ALGERIA

GEORGIA

SERBIA

CORSICA

SIA
PER

POR
TUG
AL

HUNGARY
SMALL
STATES

CYPRUS

SYRIA

MEDITERRANEAN SEA
PALESTINE

EGYPT

2. With the help of the chart given below identify

the attributes of Veits Germania and interpret the
symbolic meaning of the painting.
Meanings of Symbols
Attributes

Significance

Broken Chains

Being freed

Breastplate with eagle

Symbol of the German

empire-strength

Crown of oak leaves

Heroism

Sword

Readiness to fight

Olive branch around the sword

Willingness to make peace

Black, red and gold tricolour

Flag of the liberal-nationalists in

1848, banned by the Dukes of the
German states

Rays of the rising Sun

Beginning of a new era

In an earlier allegorical rendering of 1836, Veit

had portrayed the Kaisers crown at the place
where he has now located the broken chain.
Explain the significance of this change.

Ans. The painter depicted Germania as a fallen

woman with the crown and stick thrown aside because
German peoples hopes to be united under one
monarch (King Friedrich Wilhelm IV) were dashed as
he rejected their demand in 1848.
The artist, Julius Hubner, depicted Germania in a
forlorn state due to this rejection by the king. It
symbolised the loss of hope. The crown and stick are
symbols of the monarchy, which have been cast
aside.

4. Look at the picture given below Imagine you were

a citizen of Frankfurt in March 1848 and were
present during the proceedings of the Parliament.
How would you (i) as a man seated in the hall of
deputies, and (ii) as a woman observing from the
galleries, relate to the banner of Germania
hanging from the ceiling?

The Frankfurt Parliament in the

Church of St Paul. Notice the women in
the upper left gallery.

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16

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Social Science Class 10th Term II

Ans.
(i) As a man seated in the hall of deputies, I
would relate positively to the banner of
Germania, as I would feel all that it
symbolised was coming true.
(ii) As a woman observing from the galleries, I
would consider the banner to depict the
truth
only
partially.
Women
had
participated with men equally in the
struggle for constitutionalism with national
unification, but they were denied suffrage
rights during elections to the National
Assembly. Women were only admitted to
the assembly as passive citizens and
observers.

unification was pursued by the aristocracy and the

army in both these nations.
Germany was united by the Prussian Chief Minister
Otto von Bismarck with the help of the Prussian army
and bureaucracy. Finally, the German empire was
proclaimed in 1871.
The Italian state of Sardinia-Piedmont played the role
of uniting Italy, similar to that played by Prussia in the
case of Germany. Count Camillo de Cavour (the Chief
Minister of Sardinia-Piedmont) led the movement to
unite the separate states of 19th century Italy with the
help of the army and an alliance with France.
The regions annexed by Giuseppe Garibaldi and his
Red Shirts joined with the Northern regions to form a
united Italy in 1861. The Papal states joined it in 1870.

5. Through a focus on any two countries,

6. Describe the caricature. How does it represent the

explain how nations developed over the 19th

[NCERT]
century.

relationship between Bismarck and the elected

deputies of Parliament? What interpretation of
democratic processes is the artist trying to convey?

Ans. We will focus on the development of the

German and Italian nation states in the 19th
century, considering the following points
(i) Political Fragmentation Till the middle of
the 19th century, the present-day states of
Germany and Italy were fragmented into
separate regions and kingdoms ruled by
different princely houses.
(ii) Revolutionary Uprisings 19th century
Europe was characterised by both popular
uprisings of the masses and revolutions
led by the educated and liberal middle
classes.
In the case of the German people, the
middle classes belonging to different
German regions came together to form an
all German National Assembly in 1848.
However, on facing opposition from the
aristocracy and military and on losing its
mass support base, it was forced to
disband.
In the Italian region, during the 1830s,
revolutionaries like Giuseppe Mazzini tried
to establish an Italian Republic. However,
the revolutionary uprisings of 1831 and
1848 failed to unite Italy.
(iii) Unification with the Help of the Army After
the failure of the revolutions, the process of

[NCERT]

Caricature of Otto von Bismarck in the German Reichstag

(Parliament), from Figaro, Vienna, 5th March in 1870.

Ans. The caricature depicts Bismarck, chancellor of

Germany as holding a whip (signifying that he is a ruthless
man ruling with an iron hand) while leading the Parliament.
The deputies who were elected are afraid of him and so are
hiding under their tables. The caricature depicts the
dominance of Bismarck over the deputies and how he
despised liberalism and parliamentary assemblies.
The artist is trying to convey that the democratic system in a
funny way in which democracy exists only for the sake of
name. In reality it is one mans i.e., Bismarcks autocracy
that exists in Parliament.

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The Rise of Nationalism in Europe

7. In what way do you think this picture depicts a

Utopian vision?

Ans. The base of the boot symbolises the kingdom of

the Two Sicilies, which lay in the Southernmost part of
the Italian peninsula. Garibaldi had won this Kingdom
and handed it over to King Victor Emmanuel II. This
cartoon signifies the unification of Italy and Garibaldis
role in it.

9. Match the term given in Column A with suitable

explanations in Column B
A

The Dream of Worldwide Democratic and Social

Republics. The Pact Between Nations, a print prepared by
Frederic Sorrieu, in 1848.

Ans. Utopian vision means that it is depicting

something idealistic. The French artist Frederic
Sorrieu was visualising a dream of a world made up of
nations (all of them did not exits as nations at the time
that these prints were made). He had showed the
German people with a common flag, although actually
they were a number of different states at that time. So it
is an idealistic or Utopian vision. On the earth in
foreground of the image lie the shattered remains of
the symbols of absolutist institutions.

8. 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?
[NCERT]

1.

Absolutist

(i)

Vision of society which is too ideal to be

fulfilled.

2.

Utopian

(ii)

A customs union formed by Prussia.

3.

Nation-State

(iii) A region in Europe comprising many

ethnic groups.

4.

Balkans

(iv)

Authoritarian rule or government

without restraint.

5.

Zollverein

(v)

A state having people with a sense of

common identity and shared history.

Ans. 1 (iv), 2 (i), 3 (v), 4(iii), 5 (ii)

10. The Civil Code of 1804 of France is generally

known with which name?
Ans. The Civil Code of 1804 of France is generally
known as the Napoleonic Code.

11. Read the clues in Column A and identify me. Write

my name in Column B.
A (I am)

B (My name)

(i) The king of Piedmont and Sardinia. I helped

in the unification of Italy.
(ii) A French emperor. I introduced a Code in
1804.
(iii) The Austrian Chancellor considers Mazzini
as the most dangerous enemy to our social
order.
(iv) The founder of a Secret Society, Young
Italy. I inspired the youth to work towards
unification.
(v) The Chief Minister of Prussia and was the
architect for the procedure of unification of
Germany.

Ans.
Garibaldi helping King Victor Emmanuel II
Sardinia-Piedmont to pull on boot named Italy. English
caricature of 1859.

(i) Victor Emmanuel II,

(ii) Napoleon Bonaparte,
(iii) Klemens von Metternich, (iv) Giuseppe Mazzini,
(v) Otto von Bismarck

ll

18

12. Much of the Balkans was under ____ rule

throughout the early modern period.
(British/ Ottoman).
Ans. Ottoman

13. The Byzantine empire was the Greek-speaking

ne

Social Science Class 10th Term II

16. What did German sword stand for?

Ans. It stands for readiness to fight.

17. Which country is known as the cradle of

civilisation?
Ans. Greece is known as the cradle of civilisation.

Eastern Roman empire during the ____.

18. Who was the first Prime Minister of Italy?

(a) Ancient period

(b) Middle ages
(c) Modern period
(d) Roman period
Ans. (b)

Ans. Cavour was the first Prime Minister of Italy.

19. The basic aim of Zollverein was ____ (to abolish

tariff barriers/to reunite Germany).
Ans. To abolish tariff barriers

14. What does la partie mean?

20. Who was Johann Gottfried Herder?

Ans. The fatherland

15. In which year Treaty of Vienna signed?

Ans. In 1815, the Treaty of Vienna signed.

Ans. Herder was a German philosopher who claimed

that true German culture was to be discovered among
the common people.

Check your
A. Multiple Choice Questions

5. Romanticism refers to a

1. The Treaty of Vienna signed in 1815

(a) set up a new Parliament in Austria
(b) introduced democracy in Austria and Prussia
(c) brought the conservative regimes back to power
(d) destroyed the conservative power of Europe.

2. Who was Frederic Sorrieu?

factors which give rise to nationalism.

3. When France snezzes, the rest of Europe catches

cold. Who said these words?

2. What was the spirit of conservatism?

3. Explain any three features of Napoleonic code.

C. Long Answer Type Questions

(a) Metternich
(b) Lenin
(c) Napoleon
(d) Rousseau

1. Explain any four provisions of the Napoleonic Code

of 1804.

2. Describe any four features of the Vienna Treaty of

4. Germany was unified in

(b) 1872

B. Short Answer Type Questions

1. What do you mean by nationalism? Mention some

(a) Philosopher
(b) Writer
(c) Economist
(d) Artist

(a) 1871

(a) religious movement

(b) cultural movement
(c) political movement
(d) literary movement

(c) 1996

(d) 1998

1815 in brief.

IT
ACTIV

Time

Assessment
Activities
3 Activity 1
Topic
Study the cartoon The club of Thinkers and answer the following questions
(i) Why do you think muzzles were being distributed to the members?
(ii) In what kind of regime would such a practice be adopted?
(iii) Based on your understanding of the present day world, identify some countries where this
situation may still prevail.

Learning Outcomes
This activity is expected to enable the student to do the following
Compare, analyse and reason the importance of freedom of speech.

Hint
(i) The caricaturist is depicting the club of liberal nationalists which dates back to 1820. The board on the picture
suggests that to stop the temptation of speech, muzzles are distributed among the members.
(ii) Conservative regimes were set up in 1815. These regimes were autocratic. They were not ready to tolerate criticism
and dissent. They curbed all the actions which put a question mark on the legitimacy of autocratic governments.
Most of the regimes had imposed censorship law to have control over freedom of the press and over books, plays
and songs motivating the ideas of liberty.
(iii) In some middle East countries like Saudi Arabia, Yemen, Iran this situation may still prevail.

3 Activity 2

Hint

Topic
Comparative Study of the Two Paintings
Germania.
(i) Germania, Philip Veit, in 1848.

of

The artist prepared this painting of

Germania on a cotton banner, as it was
meant to hang from the ceiling of the
Church of St Paul where the Frankfurt
Parliament was convened in March,
1848.

(i) In the 18th and 19th century nations are portrayed as female
figures by the artists. The female figure became an allegory of
the nation. Germania was the allegory of the German nation.
Germania wore a crown of oak leaves, as the German oak was
the symbol of heroism. The first picture depicted this.
(ii) In the second picture Germania had fallen down in the front of
Kaisers crown and stick. This symbolises that National
Assembly of all Germans that began at the church of St Paul as
Frankfurt Parliament had failed.

3 Activity 3
Topic
Study the picture given below and identify the
different symbols depicted in this picture. List the
symbols and explain the attributes of each.

Figure A

(ii) The Fallen Germania, Julius Hubner,

in 1850.

Ans.

Meanings of the Symbols

Attribute

Figure B

Study the paintings of Germania by the two

different artists. What are the differences
between the Figure A and Figure B? Analyse
the reasons for this difference in
perception.

Significance

Broken chains

Being freed

Breastplate with eagle

Symbol of the German

empire-strength

Crown of oak leaves

Heroism

Sword

Readiness to fight

Olive branch around the sword

Willingness to make peace.

Black, red and gold tricolour

Flag of the liberal - nationalists in

1848, banned by the Dukes of the
German states.

Rays of the rising sun

Beginning of a new era

3 Activity 4
Topic
The student uses imagination and critical thinking skill.
(Most of the time, though students have a certain view
of what they see around, they seek acceptance in
classroom by writing/giving accepted answer. But they
continue to hold their own opinions in the world outside
classroom. They should know that it is accepted to
voice their opinions).

Learning Outcomes
This activity enables the student to use imagination and
express individual opinion, learn to accept other point of
view and develop the skill of creative writing.
The student should write on the following
What is a national costume? Is there a national
costume for women and men in India? What
according to you could be Indian national costume/s?

What is the significance of a flag? If you were to

explain about Indian flag to a tourist, how would you
do it?

Clarity of vision

3 Activity 6
Topic

Assessment Criteria

textbook as Pressure Groups? Do you know

about any other similar groups and their
relevance/significance in contemporary India?
(ii) In
the
context
of
example
of
the
evolution/growth of Great Britain as a
nation-state, do you think that culture and
language of Scottish Highlanders and the Irish
people are not given due respect?
(iii) Do you think having a common language is
very important or significant for a nation as
seen in the case of Germany and Italy?
(iv) After reading about the formation of the nations
of Great Britain, Germany and Italy, do you
consider India as a nation state? Give your
reasons. Group workbuild on the arguments
given for nation formation in the countries given
above.
(v) Show the Balkans states in any contemporary
Europe map and compare it with Europe map
of late 19th century.

Logical presentation original

3 Activity 5

French Revolution and its impact on

world

Learing Objectives
Student will learn about

Topic

Project Exemplars

Collect information about the personification of a country

as motherland or fatherland.
Collect the national anthems of a few countries and share
with your classmates. Compare the content (you could for
example do it for SAARC countries).
Compare the map of Europe after the Congress of Vienna
(1815) with that of a contemporary Europe map.

Thought provoking questions for individual activity.

After the completion of the chapter, the teacher can use any of
these thought provoking questions to initiate discussion or
involve students in interactive sessions
(i) You studied about the groups like peasants and
workers in your history chapter on The Rise of
Nationalism in Europe. Are these groups different
from those you read in your political science

True nature of French Revolution

Trace the emergence of nationalism in
Europe

Skill Developed
Critical skill, creative thinking power of
analysis and oratory power.

Method
The students will be divided into four
teams of four members each. From each
team two members will speak in favour
and two will speak against the topic.
Each student will speak for three
minutes.

Assessment Criteria

Presentation of arguments
Relevance of content matter
Oratory skill