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

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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

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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.

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Case Study Question for Class 10 Social Science

Understudies can discover the chapter astute vital questions for course 10th Social Science within the table underneath. These imperative questions incorporate questions that are regularly inquired in a long time. Moreover, arrangements are to give for these questions, with extraordinary accentuation on ease-of-study. Tap on the joins underneath to begin investigating.

Case Study Question for Class 10 Social Science (History, Geo, Political Science, Economics)

Case study 01:.

1.) Why did Gandhiji consider nonviolence as supreme dharma?

2.) How was Gandhian satyagraha taken by the people who believed in his philosophy?

(ii) This could be done by appealing to the conscience of the oppressor.

Case Study 02:

Ans. Mass Communication is the medium which provides entertainment as well as creates awareness among the masses. It includes radio, television, newspapers, magazines, books, films etc. whereas Personal Communication is between person to person.

Case Study 03:

1.) Give two reasons why the Green Revolution is under controversy.

Ans. The two reasons are –

Answer: The sentence means that the yield per land holding will not be enough to feed the rising population hence a shift in agricultural practices is required.

Another reason is that these crops do not require much water or farmers’ attention to grow.

Case Study 4:

It is important to start planning for CSA in India because of the changing climate due to global warming.

Case Based Questions Class 10 Social Science Chapterwise

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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 .

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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.

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Class 10 Social Science Case Study Questions

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If you’re looking for CBSE Class 10 Social Science case study questions, myCBSEguide provides all the resources you need. We have a wide range of Class 10 Social Science case studies covering various topics, and our team of experts is on hand to provide guidance and support to Class 10 students. Whether you’re struggling with a particular topic or just need some extra help, myCBSEguide is the perfect place to turn.

Purpose of Class 10 Social Science

Up to the secondary level of schooling, social science is a core course. It is an essential component of a general education because it assists Class 10 Social Science students in comprehending the environment as a whole and acquiring a broader perspective as well as an empirical, reasonable, and humanitarian outlook. This is critical because it helps Class 10 Social Science students into well-informed and responsible citizens with the required qualities and skills to effectively engage and contribute to the process of development and nation-building.

Case Study Questions in Class 10 Social Science

Class 10 social science curriculum includes a wide range of topics. One way to help students learn and retain information from these topics is to incorporate case studies into the classroom. Case studies can provide real-world examples of the concepts being taught, and help students to understand how the theory can be applied in practice.

Incorporating case studies into the Class 10 social science curriculum can also help to develop critical thinking and problem-solving skills. By working through a case study, Class 10 social science students can learn how to identify key issues, consider different options and make decisions. These skills will be valuable in their future studies and careers.

Whichever way case studies are used, they can be a valuable addition to the Class 10 social science curriculum.

Class 10 Social Science Case Study Questions Samples

Students must solve a range of Class 10 Social Science case study questions in order to achieve good grades in Social Science. Students in Class 10 Social Science must be looking for some samples of case study questions in order to improve their grades. myCBSEguide has collected a variety of case study questions for Class 10 Social Science that will undoubtedly assist all students studying the subject. We’ve put created a collection of Class 10 Social Science case study questions for you.

Class 10 Social Science Case Study Question 1

Class 10 HISTORY: The Rise of Nationalism in Europe

Read the source given below and answer the questions that follow: Frederic Sorrieu prepared a series of four prints visualizing his dream of a world made up of ‘democratic and social Republics’, as he called them. The first print of the series shows the peoples of Europe and America – men and women of all ages and social classes – marching in a long train, and offering homage to the Statue of Liberty as they pass by it. Artists of the time of the French Revolution personified Liberty as a female figure. She bears the torch of Enlightenment 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. She is followed by the peoples of Germany, bearing the black, red and gold flag. Answer the following MCQs by choosing the most appropriate option:

Who was Frederic Sorrieu?

• French artist
• German Artist
• Italian Artist
• British Artist

In which year did Frederic Sorrier prepare a series of four prints?

Which of the following statements correctly describes “absolutist”?

• Monarchical Government
• Democratic Government
• Uncentralised Government
• Bureaucratic Government

Which of the following is correct with respect to “utopian vision”?

• Homogenous society
• Monarchical society
• Ideal society
• All are correct

Answer Key:

• (a) French artist
• (a) Monarchical Government
• (c) Ideal society

Class 10 Social Science Case Study Question 2

Class 10 GEOGRAPHY: Lifelines of National Economy

Read the extract and answer the question that follows:

We use different materials and services in our daily life. Some of these are available in our immediate surroundings, while other requirements are met by bringing things from other places. Goods and services do not move from supply locales to demand locales on their own. The movement of these goods and services from their supply locations to demand locations necessitates the need for transport. Some people are engaged in facilitating these movements. These are known to be traders who make the products come to the consumers by transportation. Thus, the pace of development of a country depends upon the production of goods and services as well as their movement over space. Therefore, efficient means of transport are pre-requisites for fast development.

The movement of these goods and services can be over three important domains of our earth i.e. land, water and air. Based on these, transport can also be classified into the land, water and air transport. For a long time, trade and transport were restricted to limited space. With the development in science and technology, the area of influence of trade and transport expanded far and wide.

Today, the world has been converted into a large village with the help of efficient and fast-moving transport. Transport has been able to achieve this with the help of an equally developed communication system. Therefore, transport, communication and trade are complementary to each other.

• Explain the necessity of means of transport in modern times. (1)
• Enumerate the domains and means of transport. (2)
• Why are efficient means of transport pre-requisites for the fast development of the country? (2)
• The movement of goods and services from their supply locations to demand locations necessitates the need for transport.
• The movement of these goods and services can be over three important domains of our earth i.e. land, water and air.
• Based on these, transport can also be classified into the land, water and air transport.
• (Any two relevant points)
• Efficient and good transport for speedy movement of goods and services to different parts of India and to fulfill the needs of the people is needed.
• Goods and services do not move from supply locations to demand locations on their own. This necessitates the need for transport.
•  Some people are engaged in facilitating these movements. They go to traders who make the products and take them to the consumers by transportation.
• Thus, the pace of development of a country depends upon the production of goods and services as well as their movements over space.

Class 10 Social Science Case Study Question 3

Class 10 POLITICAL SCIENCE: Power-sharing

Read the extract given below and answer the questions that follow: The Belgian leaders recognised the existence of regional differences and cultural diversities. Between 1970 and 1993, they amended their constitution four times so as to work out an arrangement that would enable everyone to live together within the same country. The arrangement they worked out is different from any other country and is very innovative. Here are some of the elements of the Belgian model:

• Constitution prescribes that the number of Dutch and French-speaking ministers shall be equal in the central government. Some special laws require the support of the majority of members from each linguistic group.
• Many powers of the central government have been given to state governments of the two regions of the country. The state governments are not subordinate to the Central Government.
• Brussels has a separate government in which both the communities have equal representation. The French-speaking people accepted equal representation in Brussels because the Dutch-speaking community has accepted equal representation in the Central Government.
• Apart from the Central and the State Government, there is a third kind of government. This ‘community government’ is elected by people belonging to one language community – Dutch, French and German-speaking – no matter where they live. This government has the power regarding cultural, educational and language-related issues.

Answer the following MCQs by choosing the most appropriate option:

• India, Srilanka
• Belgium, Sri Lanka
• Wallonia, Brussels
• Flemish, Wallonia
• Which of the following is not the element of “Belgian model”?
• Equal number of ministers for both the groups
• Setting up of Community Government
• More power to the central government
• Equal representation at the state and central level
• “Apart from the Central and the State Government, there is a third kind of government”. Which of the following is incorrect with respect to this?
• The unique government is Community Government
• A single social group is given powers to handle community-related affairs
• Elected by people belonging to Dutch, French and German-speaking
• Power regarding cultural, educational and language-related issues
• Which of the following title best describes the given passage?
• The ethnic composition of Belgium
• Accommodation in Sri Lanka
• Accommodation in Belgium
• The ethnic composition of Sri Lanka
• (b) Belgium, Sri Lanka
• (c) More power to central government. [Explanation: Many powers of the central government have been given to state governments of the two regions of the country. The state governments are not subordinate to the Central Government.]
• (b) Single social group is given powers to handle the community-related affairs. [Explanation: A community government is one in which different social groups are given powers to handle community-related affairs.]
• (c) Accommodation in Belgium

Class 10 Social Science Case Study Question 4

Class 10 ECONOMICS: Development

Read the extract given below and answer the questions that follow: Besides seeking more income, oneway or the other, people also seek things like equal treatment, freedom, security, and respect of others. They resent discrimination. All of these are important goals. In fact, in some cases, these may be more important than more income or more consumption because material goods are not all that you need to live. Money, or material things that one can buy with it, is one factor on which our life depends. But the quality of our life also depends on non-material things. Consider an example: If you get a job in a far-off place, before accepting it you would try to consider many factors, apart from income, such as facilities for your family, working atmosphere, or opportunity to learn. In another case, a job may give you less pay but may offer regular employment that enhances your sense of security. Another job, however, may offer high pay but no job security and also leave no time for your family. This will reduce your sense of security and freedom. Similarly, for development, people look at a mix of goals. It is true that if women are engaged in paid work, their dignity in the household and society increases. However, it is also the case that if there is respect for women there would be more sharing of housework and a greater acceptance of women working outside. A safe and secure environment may allow more women to take up a variety of jobs or run a business. Hence, the developmental goals that people have are not only about better income but also about other important things in life. Answer the following MCQs by choosing the most appropriate option:

• Opportunity to learn
• Working atmosphere
• Job security
• All of the above
• The approach of living a life in bungalows, with costly cars, bikes and international tours is ________ life.
• Materialistic
• Both a and c
• “Women, who are engaged in paid jobs are an example of persons who fulfil a mix of goals.” Which of the following statement is incorrect with the given statement?
• A secure environment may allow more women to take up a variety of jobs or run a business.
• If there is respect for women, there would be greater acceptance of women working outside.
• If women are engaged in paid work, their dignity in the household and society decreases.
• “Besides seeking more income, people also seek things like equal treatment, freedom, security and respect of others”. What does the given statement signify?
• Mixed goals are important for people for development.
• Common goals are important for people for development.
• Conflicting goals are important for people for development.
• Similar goals are important for people for development.
• (d) All of the above
• (a) Materialistic
• (c) If women are engaged in paid work, their dignity in the household and society decreases. [Explanation: If women are engaged in paid work, their dignity in the household and society increases.]
• (a) Mixed goals are important for people for development.

Class 10 Social Science curriculum at a glance

The material of the Class 10 Social Science curriculum is mostly drawn from history, geography, politics, and economics. There are also elements of Sociology and Commerce. They provide a holistic vision of society in space and time, as well as in relation to one another. The numerous methods of inquiry used in each topic assist Class 10 Social Science students in understanding society from various perspectives and forming a comprehensive vision. Class 10 Social Science curriculum is designed to provide students with a comprehensive understanding of various disciplines like History, Geography, Economics and Political Science.

The table below provides the complete syllabus structure for Class 10 Social Science curriculum.

Class 10 SOCIAL SCIENCE COURSE CONTENT

Reasons to choose myCBSEguide for class 10

There are many reasons to choose myCBSEguide for CBSE social science Class 10.

• First and foremost, myCBSEguide provides comprehensive and up-to-date study material for the entire syllabus including class 10 social science case study questions. In addition, myCBSEguide also provides practice questions, sample papers and previous year question papers to help students prepare for the exams.
• Another reason to choose myCBSEguide is the online tests. Online tests are a great way to test your knowledge and prepare for the exams.
• Finally, myCBSEguide also provides a “Home Work help” forum where students can ask questions and get answers.

In conclusion, myCBSEguide is the ideal resource for CBSE social science Class 10 students, offering everything they need to excel in their studies.

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Chapter 1 Class 10 History - Rise of Nationalism in Europe

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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. 💯

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Home > Class 10 SST Subject-wise Material

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

The Rise of Nationalism is added to the CBSE Class 10 SST curriculum to introduce students to the envisioned issues by Sorrieu and how nation-states and nationalism emerged in the 19th century using various methods. Students get an in-depth understanding of the concepts that led to the rise of nationalism in Europe, and the making of Germany and Italy. 

The class 10 history ch 1 notes, question banks, and other study material are curated to help students irrespective of their learning style get the concept clarity in lucidly. At Educart, the provided subject-wise material for ch1 history can increase the probability of students scoring high marks in the final exam.

CBSE Class 10 The Rise of Nationalism in Europe Notes

Below, we have provided the links to downloadable PDFs of class 10 his ch 1 notes for every typology.

<red> ➜   <red>The Rise of Nationalism in Europe Notes

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CBSE Class 10 The Rise of Nationalism in Europe Experiential Activities

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Cbse class 10 the rise of nationalism in europe important questions.

Below, we have provided Class 10 SST Important Questions that cover all the important questions in The Rise of Nationalism in Europe. 

<red> ➜   <red>The Rise of Nationalism in Europe Important Questions(View)

Cbse class 10 the rise of nationalism in europe mind maps.

Below, we have provided Class 10 SST Mind maps that include mind maps of the related concepts in The Rise of Nationalism in Europe. 

<red> ➜   <red>The Rise of Nationalism in Europe Mindmaps

Cbse class 10 the rise of nationalism in europe question bank.

Below, we have provided Class 10 SST Question Banks that cover every typology question with detailed explanations from various resources in one place.

<red> ➜   <red>Kendriya Vidyalaya Question Bank

Cbse class 10 the rise of nationalism in europe support material.

Below, we have provided Class 10 SST Support Materials that cover Case Study-based questions from the various concepts explained in Social Science NCERT chapters. 

<red> ➜   <red>The Rise of Nationalism in Europe Support Material

Cbse class 10 the rise of nationalism in europe doe worksheets.

Below, we have provided Class 10 SST Support Materials that cover Case Study-based questions from the various concepts explained in Science NCERT chapters. 

<red> ➜   <red>Worksheet 31

<red> ➜  <red>worksheet 32, <red> ➜  <red>worksheet 33, <red> ➜   <red>worksheet 34, <red> ➜   <red>worksheet 35, <red> ➜  <red>worksheet 36, <red> ➜  <red>worksheet 68, <red> ➜  <red>worksheet 69, <red> ➜   <red>worksheet 88e, why download these chapter-wise pdfs.

The class Xth Chapter 1 download links for The Rise of Nationalism in Europe are provided above to help students prepare for their exams with the relevant materials. Since our brains consume visual information more quickly than written material, illustrations, tables, and graphs make it easier for us to understand the concepts. 

• These PDFs, which are arranged by section, include all the key ideas and points understandably. 
• The PDFs are created with the updated CBSE pattern in mind to ensure that students are ready for the most recent curriculum. 
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How Can This Chapter-wise Material Help Students?

The chapter-wise material for SST The Rise of Nationalism in Europe will help in preparing the chapter from the 10th NCERT textbook along with the additional right study material. After downloading chapter notes, question banks, important questions, and many other study materials, students can prepare for the chapter effectively.

• The history class 10 notes Chapter 1 The Rise of Nationalism in Europe covers the chapter comprehensively and includes all the important points and concepts. Students can understand the chapter better and in detail.
• Students will benefit from using mind maps to make connections between the ideas they have learned. It will greatly aid in bringing your prior knowledge and the recently learned information into alignment, enhancing your comprehension of the chapter.
• All kinds of questions included in the 10th board examinations may be prepared with the use of the question banks. Once they have a firm grasp of the material, students may create a schedule and practice answering relevant questions.
• Not only are there topic questions for the test that you must prepare for, but there are also recurrent questions in the Class 10 CBSE crucial questions. By practicing key questions, you will raise your chances of getting higher exam scores. 

Study materials categorized by chapter are essential for learning since they facilitate comprehension, retention, and good test preparation. It is an invaluable tool for learning, benefiting both teachers and students.

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NCERT Solutions for Class 10 History Chapter 1 The Rise of Nationalism in Europe

NCERT Solutions for Class 10 History Chapter 1 The Rise of Nationalism in Europe are given in this article. These solutions will help you learn the facts and events easily. With these solutions, you will also learn the right way to write your answers perfectly in exams. We have updated the  NCERT Solutions for Class 10 History  Chapter 1 Rise of Nationalism in Europe for the current session so that you can easily score high marks in the exams. You can also download PDF of the solutions and use them whenever you are offline.

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

Answer: (a) Guiseppe Mazzini: He was an Italian revolutionary who played a significant role in promoting the idea of a unified Italian state. He believed that nations were the natural units of mankind, and so Italy (which was then divided into a number of small states and kingdoms) had to be forged into a single unified republic. During the 1830s, he strived to put together a coherent programme for such a unitary Italian Republic. He also set up two secret societies, namely Young Italy and Young Europe. These societies helped in the dissemination of his ideas.

(b) Count Camillo de Cavour:

• He was the chief minister of Sardinia-Piedmont state. He led the movement to unify the regions of Italy. He 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.
• He engineered a careful diplomatic alliance with France with the help of which Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859. This, consequently helped to free the northern part of Italy from the Austrian Habsburgs

(c) The Greek war of independence: This was a successful war of independence waged by Greek revolutionaries between 1821 and 1829 against the Ottoman Empire. The Greeks were supported by the West European countries, while poets and artists hailed Greece as the cradle of European civilisation. Finally, the Treaty of Constantinople of 1832 recognised Greece as an independent nation.

(d) Frankfurt parliament: It was an all-German National Assembly formed by the middle-class professionals, businessmen and prosperous artisans belonging to the different German regions. It was convened on 18 May, 1848 in the Church of St. Paul, in the city of Frankfurt. This assembly drafted a constitution for a German nation to be headed by a monarchy subject to a parliament. However, it faced opposition from the aristocracy and military. Also, as it was dominated by the middle classes, it lost its mass support base. In the end, it was forced to disband on 31 May, 1849.

(e) The role of women in nationalist struggles: Artistic representations of the French Revolution show men and women participating equally in the movement. Liberty is personified as a woman; also, liberal nationalism propounded the idea of universal suffrage, leading to women’s active participation in nationalist movements in Europe. Although women had actively participated in nationalist struggles, they were given little or no political rights; an example being the Frankfurt parliament where women were admitted only as observers to stand in the visitors’ gallery.

Question 2: What steps did the French revolutionaries take to create a sense of collective identity among the French people?

Answer: The French revolutionaries took many important steps to create a sense of collective identity among the French people. These were:

• 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) emphasized 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.

Question 3: Who were Marianne and Germania? What was the importance of the way in which they were portrayed?

Answer: Marianne and Germania were respective female allegories for the French and the German nation. They stood as personifications of ideals like ‘liberty’ and ‘the republic’. The importance of the way in which they were portrayed lay in the fact that the public could identify with their symbolic meaning, and this would instil a sense of national unity in them.

Question 4: Briefly trace the process of German unification.

Answer: In 1848, the middle class Germans tried to unite the different regions of the German confederation into a nation-state governed by an elected parliament. They were, however, repressed by the combined forces of the monarchy and the military, supported by the large landowners of Prussia. From then on, Prussia took on the leadership of the movement for national unification. Its chief minister Otto von Bismarck was the architect of this process 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, William I, was proclaimed German Emperor in a ceremony held at Versailles.

Question 5: What changes did Napoleon introduce to make the administrative system more efficient in the territories ruled by him?

Answer: Napoleon introduced the following changes to make the administrative system more efficient in the areas ruled by him:

• He established civil code in 1804 also known as the Napoleonic Code. It did away with all privileges based on birth. It established equality before the law and secured the right to property.
• He simplified administrative divisions, abolished feudal system, and freed peasants from serfdom and manorial dues. In towns too, guild systems were removed. Transport and communication systems were improved.
• Guild restrictions were removed in the towns. Transport and communication systems were improved.
• Peasants, artisans, businessmen and workers enjoyed the new found freedom.

Question 1: Explain what is meant by the 1848 revolution of the liberals. What were the political, social and economic ideas supported by the liberals?

Answer: The 1848 revolution of the liberals refers to the various national movements pioneered by educated middle classes alongside the revolts of the poor, unemployed and starving peasants and workers in Europe. While in countries like France, food shortages and widespread unemployment during 1848 led to popular uprisings, in other parts of Europe (such as Germany, Italy, Poland and the Austro-Hungarian Empire), men and women of the liberal middle classes came together to voice their demands for the creation of nation-states based on parliamentary principles.

In Germany, for example, various political associations comprising middle-class professionals, businessmen and prosperous artisans came together in Frankfurt to form an all-German National Assembly. This Frankfurt parliament drafted a constitution for a German nation to be headed by a monarchy subject to a parliament. Though such liberal movements were ultimately suppressed by conservative forces, the old order could never be restored. The monarchs realised that the cycles of revolution and repression could only be ended by granting concessions to the liberal-nationalist revolutionaries.

The political, social and economic ideas supported by the liberals were clearly based on democratic ideals. Politically, they demanded constitutionalism with national unification—a nation-state with a written constitution and parliamentary administration. They wanted to rid society of its class-based partialities and birth rights. Serfdom and bonded labour had to be abolished, and economic equality had to be pursued as a national goal. The right to property was also significant in the liberals’ concept of a nation based on political, social and economic freedom.

Question 2: Choose three examples to show the contribution of culture to the growth of nationalism in Europe.

Answer: Apart from wars and territorial expansion, culture also played a crucial role in the development of nationalism. Romanticism was a European cultural movement aimed at developing national unity by creating a sense of shared heritage and common history. The Romantic artists’ emphasis on emotions, intuition and mystical feelings gave shape and expression to nationalist sentiments. The strength of art in promoting nationalism is well exemplified in the role played by European poets and artists in mobilising public opinion to support the Greeks in their struggle to establish their national identity.

Folk songs, dances and poetry contributed to popularising the spirit of nationalism and patriotic fervour in Europe. Collecting and recording the different forms of folk culture was important for building a national consciousness.

Language also played a very important role. After the Russian occupation, the Polish language was forced out of schools, and the Russian language was imposed everywhere. The Clergy in Poland began using language as a weapon of national resistance. Polish was used for Church gatherings and all religious instructions. The use of Polish came to be seen as a symbol of struggle against Russian dominance.

Question 3: Through a focus on any two countries, explain how nations developed over the nineteenth century.

Answer: The development of the German and Italian nation states in the nineteenth century Political fragmentation: Till the middle of the nineteenth century, the present-day nations of Germany and Italy were fragmented into separate regions and kingdoms ruled by different princely houses.

Revolutionary uprisings: Nineteenth-century Europe was characterised by both popular uprisings of the masses and revolutions led by the educated, liberal middle classes. The middle classes belonging to the 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 sought to establish a unitary Italian Republic. However, the revolutionary uprisings of 1831 and 1848 failed to unite Italy.

Unification with the help of the army: After the failure of the revolutions, the process of German and Italian unification was continued by the aristocracy and the army. Germany was united by the Prussian chief minister Otto von Bismarck with the help of the Prussian army and bureaucracy. The German empire was proclaimed in 1871.

The Italian state of Sardinia-Piedmont played a role similar to that played by Prussia. Count Camillo de Cavour (the Chief Minister) led the movement to unite the separate states of nineteenth-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. The Italian nation was proclaimed in 1861. The Papal States joined in 1870.

Question 4: How was the history of nationalism in Britain unlike the rest of Europe?

Answer: The history of nationalism in Britain unlike the rest of Europe because:

• 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.
• 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. The growth of a British identity meant that Scotland’s distinctive culture and political institutions were systematically suppressed.
• The Catholic clans that inhabited the Scottish Highlands suffered terrible repression whenever they attempted to assert their independence. The Scottish Highlanders were forbidden to speak their Gaelic language or wear their national dress, and large numbers were forcibly driven out of their homeland

Question 5: Why did nationalist tensions emerge in the Balkans?

Answer: Nationalist tensions emerged in the Balkans because of the spread of ideas of romantic nationalism as also the disintegration of the Ottoman Empire that had previously ruled over this area. The different Slavic communities in the Balkans began to strive for independent rule. They were jealous of each other and every state wanted more territory, even at the expense of others. Also, the hold of imperial power over the Balkans made the situation worse. Russia, Germany, England, Austro-Hungary all wanted more control over this area. These conflicts ultimately led to the First World War in 1914.

NCERT Solutions for Class 10 History Chapter 1 Chapter Overview

In this chapter you learn about the following topics:

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

• CBSE Class 10 Study Material

CBSE Class 10 Social Science Case Study Questions for Term 2 Exam 2022 (with Answers): Best for Last Minute Revision

Cbse class 10 social science case study questions for term 2 exam 2022 are provided here in pdf. the chapter-wise questions are curated by the subject experts. students must practice these questions for last minute revision and score good marks in exam..

CBSE Class 10 students can access from here the chapter-wise case study questions for Social Science. These questions are important for the CBSE Class 10 Social Science Term 2 Exam 2022 that will be held on 14th May (Saturday). All the questions are provided with answers for the convenience of students.

In the Social Science paper, Section D will have case based questions of 8 marks.  Therefore, students must practice the important chapter-wise questions provided below for quick revision before exam and score full marks.

New* CBSE Class 10 Social Science Solved Sample Paper By Experts for Last Minute Revision (Term 2)

Check below the CBSE Class 10 Social Science Case Study Questions”

1. Read the following passage and answer the following questions

In the countryside, rich peasant communities – like the Patidars of Gujarat and the Jats of Uttar Pradesh – were active in the movement. Being producers of commercial crops, they were very hard hit by the trade depression and falling prices. As their cash income disappeared, they found it impossible to pay the government’s revenue demand. And the refusal of the government to reduce the revenue demand led to widespread resentment. These rich peasants became enthusiastic supporters of the Civil Disobedience Movement, organising their communities, and at times forcing reluctant members, to participate in the boycott programmes. For them the fight for

swaraj was a struggle against high revenues. But they were deeply disappointed when the movement was called off in 1931 without the revenue rates being revised. So when the movement was restarted in 1932, many of them refused to participate. The poorer peasantry were not just interested in the lowering of the revenue demand. Many of them were small tenants cultivating land they had rented from landlords. As the Depression continued and cash incomes dwindled, the small tenants found it difficult to pay their rent. They wanted the unpaid rent to the landlord to be remitted. They joined a variety of radical movements, often led by Socialists and Communists. Apprehensive of raising issues that might upset the rich peasants and landlords, the Congress was unwilling to support ‘no rent’ campaigns in most places. So the relationship between the poor peasants and the Congress remained uncertain.

1.a.atidars and Jats are rich Peasants of which State?

(A) Gujarat and Uttar Pradesh

(B) Gujarat and Himachal Pradesh

(C) Uttar Pradesh and Rajasthan

(D) Punjab and Haryana

1.b.What was the main demand of poor peasants?

(A) remitting of unpaid rent to land lord

(B) Reduction of land revenue

(C) Complete independence

(D) None of the above

1.c.Among the following groups which group actively participated in the Civil Disobedience Movement?

(A) Poor Peasants

(B) Muslims

(D) Rich Peasants

1.d.Which among the following groups joined in radical movements led by socialist and Communists?

(B) Industrialists

(C) Rich farmers

2. Read the following passage and answer the following questions

‘It is said of “passive resistance” that it is the weapon of the weak, but the power which is the subject of this article can be used only by the strong. This power is not passive resistance; indeed it calls for intense activity. The movement in South Africa was not passive but active ...

Satyagraha is not physical force. A satyagraha does not inflict pain on the adversary; he does not seek his destruction ... In the use of satyagraha, there is no ill-will whatever.

‘Satyagraha is pure soul-force. Truth is the very substance of the soul. That is why this force is called satyagraha. The soul is informed with knowledge. In it burns the flame of love. ... Nonviolence is the supreme dharma.

‘It is certain that India cannot rival Britain or Europe in force of arms. The British worship the war-god and they can all of them become, as they are becoming, bearers of arms. The hundreds of millions in India can never carry arms. They have made the religion of non-violence their

2.a.Whose words are given above?

(A) Jawaharlal Nehru

(B) Ambedkar

(C) C R Das

(D) Gandhiji

b.Satyagraha is a passive resistance of weak.

2.c.Satyagraha is based on

(B) Non violence

(C) Both 1 and 2

2.d.Satyagraha is based on ----------

(A) Violence

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Class 10 History Chapter 1 Previous Year Questions - The Rise of Nationalism in Europe

Previous Year Questions 2023

Q1: Arrange the following in chronological order and choose the correct option:  (I) Napoleonic wars  (II) The Treaty of Vienna  (III) Greek Struggle for Independence  (IV) Slav Nationalism in the Ottoman Empire    (2023) (a)  III, II, I and IV (b)  I, II, III and IV (c) IV, III, II and I (d)  IV, II, III and I        

Q4: Which type of governments were mainly driven in Europe after the defeat of Napoleon in 1815?  (2022) (a)  Conservative (b)  Liberal (c)  Federal (d)  Feudal    

Q18: Describe the major outcomes of the French Revolution of 1789.   (2021 C)

Q19: Which of the following revolutions is called as the first expression of 'Nationalism'?  (2020) (a) French Revolution (b) Russian Revolution (c)  Glorious Revolution (d)  The Revolution of the Liberals

Q30: What do you understand by Liberalism? Describe their ideas in the political, social, and economic spheres. 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.  (2018)

Q34: Who founded the secret society, 'Young Italy' during the 1830s?   ( Delhi 2017)

Q44: What was the main aim of revolutionaries of Europe during the years following 1815?     ( 2016)

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• NCERT Solutions for Class 10 History Chapter 1 Free PDF Download

NCERT Solutions for Class 10 History Chapter 1 Rise of Nationalism in Europe

NCERT Solutions for Class 10 History Chapter 1 are topic-wise and exercise-wise solutions which help the students to prepare in the best way for them of CBSE board exams and school annual exam. In Chapter 1 Rise of Nationalism in Europe, you will learn about how nationalism was rose in European countries.

NCERT Solutions for Class 10 History Chapter 1 includes structured questions along with detailed explanations to understand facts easily. These NCERT Solutions will provide the students with a complete grasp of the subject and chapter. Our NCERT Solutions are available in PDF for free download which helps you to revise the whole chapter in a few minutes. This will work as revising notes in exam days also. We also provide the best tips for exams recommended by teachers during exam days.

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CBSE Class 10 History Chapter 1 – Rise of Nationalism in Europe NCERT Solutions

“Let them eat cake!”. This is the phase that was supposedly said by the Queen of France Marie-Antoinette, that led to the French Revolution. Whether it is true or not we do not know. But what we do know is that the French Revolution was the birthplace of Nationalism. Let us learn about the rise of nationalism in Europe.

Sub-topics covered under NCERT Solutions for Class 10 History Chapter 1

• Imperialism and Global Transformation
• Nationalism in Europe
• National Movements in Europe

Some Short cuts from CBSE Class 10 History Chapter 1 – Rise of Nationalism in Europe

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Solved Questions For You:

Question 1. What steps did the French revolutionaries take to create a sense of collective identity among the French people?

Answer:  The French revolutionaries took many important steps to create a sense of collective identity among the French people which were:

•  Ideas of la Patrie (the fatherland) and le citoyen (the citizen) emphasising the notion of a united community enjoying equal rights under a constitution.
•  A new French flag, a tricolour replaced the royal standard.
•  The Estates-General was renamed the National Assembly and was elected by a group of active citizens.
•  New hymns, oaths and martyrs commemorated in the name of the nation.
•  A central administrative system made uniform laws for the entire nation.
•  Discouraging regional dialects and promoting French as a common language of the nation.

Question 2. Give two examples of different types of global exchanges which took place before the seventeenth century, choosing one example from Asia and one from the Americas.

Answer:  Examples of the different types of global exchanges which took place before the seventeenth century:

•  Textiles, spices and Chinese pottery were exchanged by China, India and Southeast Asia in return for gold and silver from Europe.
•  Gold and foods such as potatoes, soya, groundnuts, tomatoes and chillies were first exported from the Americas to Europe.

Question 3. Briefly trace the process of German unification.

Answer: In the 1800s, nationalist feelings were strong in the hearts of the middle-class Germans. They 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. Its 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, William I, was proclaimed the German Emperor in a ceremony held at Versailles.

Question 4. How was the history of nationalism in Britain unlike the rest of Europe?

Answer: The history of nationalism in Britain unlike the rest of Europe because:

• In Britain the formation of the nation-state was not the result of a sudden upheaval or revolution.
• The primary identities of the people who inhabited the British Isles were ethnic ones – such as English, Welsh, Scot or Irish.
• The Act of Union (1707) between England and Scotland resulted in the formation of the ‘United Kingdom of Great Britain’ meant that England was able to impose its influence on Scotland. Scotland’s distinctive culture and political institutions were systematically suppressed.
• The Scottish Highlanders were forbidden to speak their Gaelic language or wear their national dress and large numbers were forcibly driven out of their homeland.
• The English helped the Protestants of Ireland to establish their dominance over a largely Catholic country. Catholic revolts against British dominance were suppressed. Ireland was forcibly incorporated into the United Kingdom in 1801.
• 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.

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NCERT Solutions for Class 10 History Chapter 1 The Rise of Nationalism in Europe

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• Social Science India And The Contemporary World
• Chapter 1 The Rise Of Nationalism In Europe

NCERT Solutions For History Class 10 Chapter 1 Question Answers - FREE PDF Download

Aligned with the latest CBSE Class 10 Social Science syllabus , Vedantu's NCERT Solutions for Class 10 History Chapter 1 offers a helping hand. Dive deep into the fundamental principles that form the foundation of history. Explore key concepts like the French Revolution, nationalism in Europe, the making of Germany and Italy, etc with Class 10 History NCERT Solutions.

Don't get bogged down by complex terms – our clear explanations break down everything you need to know. Conquer your exams, boost your understanding with the history class 10 chapter 1 question answers, and embark on a successful journey in geography – download your FREE PDF today!

Glance on NCERT Solutions for Class 10 History Chapter 1 - The Rise of Nationalism in Europe

Nationalism in Europe class 10 explores the fascinating rise of nationalism in Europe, a movement that swept the continent in the 19th century. 

In History, class 10, chapter 1 explores the impact of events like the French Revolution and the rise of liberalism in igniting the flames of national identity.

Include concepts to witness the struggles and triumphs of nations striving for unity, like Italy and Germany in Class 10 history chapter 1 questions and answers. 

The class 10 history chapter 1 PDF is your gateway to understanding a pivotal period in European history. 

Explore how conservatives used nationalism to strengthen existing states and maintain social order from History Chapter 1, class 10.

The rise of nationalism in Europe question answers uncovers the influence of romanticism, a cultural movement that emphasised emotion, folklore, and national identity.

Understand how the rise of nationalism affected the lives of ordinary people, including the creation of new citizenships and potential social unrest from NCERT solutions for class 10 history chapter 1.

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Access NCERT Solutions for Class 10 History Chapter 1 – The Rise of Nationalism in Europe

1. Write a Note on:

a) Giuseppe Mazzini:

He was an Italian revolutionary, born in the year 1807 in Genoa.

He was a member of the secret society of Carbonari.

He was sent to exile in 1831 because he attempted a revolution in Liguria.

‘Young Italy’ in Marseilles and ‘Young Europe’ in Berne were the names of the societies he founded.

The members were from Poland, Italy, France and the German states, who were quite young and likeminded.

b) Count Camilo de Cavour:

He was a chief minister in Sardinia-Piedmont state.

He led the movement to make unity in Italy as far as religion is concerned.

He spoke French quite better as compared to Italian.

He developed a diplomatic alliance with France.

It helped Sardinia-Piedmont defeat Austria in 1859, which made the northern part of Italy free.

c) The Greek War of Independence:

A successful independence war was waged between 1821 to 1829 by Greek revolutionaries against the Ottoman Empire.

Support was given by West European countries by Greeks.

Many artists and poets hailed Greece.

Greece was recognized as an independent nation by the Treaty of Constantinople of 1832.

d) The Frankfurt Parliament:

All-German National Assembly which was formed by the middle-class professionals, businessmen and artisans belonging to different regions.

Convened on 18 May in St. Paul church, in Frankfurt city.

This assembly helped the German nation to be a monarchy headed country subjected to a parliament.

It faced opposition from the military and aristocracy.

It was disbanded on 31 May, 1849.

e) The role of women in nationalist struggles:

Giving political rights to women was controversial with liberal movement.

Women formed their political association, under which they founded a newspaper.

Women were denied suffrage during Assembly election days.

Women were seen as observers, who could stand in the visitor’s gallery.

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

Ans: Following are the important steps taken by French revolutionaries to make an identity among French people :

Idea of la Patrie (the fatherland) as well as le citoyen (the citizen), is the notion of a united community in which states enjoy equal rights their constitution.

A tricolor French flag replaced the royal standard.

The Estate General was changed and renamed as the National Assembly, a group of citizens elected to this National Assembly.

For the nation, new oaths, hymns and martyrs were commemorated.

A uniform law was made for the whole nation by a central administrative system.

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

Ans: Marianne and Germania were female allegories of French and German respectively. Following are the  importance of the way in which they were portrayed:

They stood for ideas such as ‘liberty’ and ‘the republic’.

The public could identify with symbolic meaning which would bring the feel of national unity in them.

4. Briefly trace the process of German unification.

Ans: The process of German unification are:

Around the 1800s, feelings of being nationalist were there in the middle-class German.

To create a nation-state from various German states, they united in 1848.

Military and monarchy, together repress them to get support from Prussia.

The leader of the German unification movement was Prussia.

The Prussian bureaucracy and army supported the chief minister Otto von Bismarck.

When Prussia won war against Austria, France and Denmark, then the process of unification was completed.

Prussian king, William I, in January 1871 was named German Emperor in a ceremony held at Versailles.

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

Ans: Following changes were made by Napoleon to make the administrative system more efficient:

A civil code was established in 1804, also called the Napoleonic code. Before the law, it established equality and the right to property.

The administration was simplified, freed peasants from serfdom and abolished the feudal system.

The Guild system was removed from towns. Communication and transportation were improved.

The new freedom was enjoyed by peasants, businessmen and artisans and other workers.

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

Ans: In the revolution in 1848, liberals referred to national moments as supported by the educated middle class and revolted by the unemployed, poor and starving workers in Europe. In France, widespread food shortage and unemployment in the year 1848 led to an uprising. Men and women in other parts of Europe came together to raise their voice for the creation of a nation-state based on principles of parliament.

Many ideas supported by liberals are:

Politically, the demand of constitution with the unification of nationalism, with a constitution and administration of parliament.

Socially, they wanted to get rid of partialities based on class and birth rights.

Economically, they wanted the right to property. Abolition of restrictions that were there on movements of goods and capitals.

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

Ans: Three examples that show the contribution of culture to the growth of nationalism in Europe are:

Romanticism is a cultural movement in Europe which aimed to develop national unity. By creating a feeling, a shared common history and heritage. It had an emphasis on emotions, intuition and mystical feelings which shape and express the nationalist sentiments. European poets and artists started promoting nationalism to support Greeks in their struggle to create a national identity.

Folk songs, poetry and dances played a huge role in popularizing the spirit of nationalism in Europe. Recording and collecting different folk cultures for building national consciousness. Common people use to carry messages of nationalism to diverse audiences.

Language contributed a huge role in developing the feeling of nationalist in Europe. For example, is during the Russian occupation Polish struggled a lot against Russian occupation. The Polish language was removed out of schools and the Russian language was forced everywhere. After defeat in 1831, members of Poland started using languages as a weapon for national resistance. Using languages in masses, used to help spread the messages of unity of nationalism.

3. Though a focus on any two countries, explain how nations developed over the 19 th century.

Ans: Development of German and Italian nation states in 19 th century:

Political fragmentation: In the mid- 19 th century, today’s Germany and Italy were divided into separate regions and kingdoms ruled by various princely houses.

Revolutionary uprising: 19 th century Europe was characterized by the uprising of the masses and revolution by middle class educated liberals. The middle class of German regions came together and formed the German National Assembly in 1848. In the Italian region, during the 1830’s, revolutionaries such as Giuseppe Mazzini launched the unitary Italian Republic. The revolutionary uprising failed to unite Italy in 1831 and 1848.

Unification with the help of the army: Failure of revolution led to the unification of German and Italian by army and aristocracy. The German was proclaimed in 1871. Germany was unified by Otto von Bismark with the support of the Prussian bureaucracy and army.

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

Ans: Given below are the points regarding the history of nationalism in Britain unlike the rest of Europe:

In Britain, the nation-state formation was not a result of the sudden revolution.

The primary identity of people who inhabited the British Isles were – English, Welsh, Scot or Irish.

The Union Act of 1707 between Scotland and England formed the ‘United Kingdom of Great Britain’, which means now England will impose influence on Scotland. The culture and Political institutions of Scotland were suppressed.

Scottish were not allowed to speak Gaelic language and wear their national dress.

England helped Protestants of Ireland to bring their dominance on the Catholic country.

The British Flag, national anthem, language were the symbols of new Britain, which were promoted.

5. Why did nationalist tensions emerge in the Balkans?

Ans: Following are the points of nationalist tensions emerge in the Balkans:

Tensions with nationalism emerged in the Balkans since the idea of romantic nationalism spread.  The Ottoman Empire used to rule over this area.

Various Salvic communities in the Balkans began to struggle for independent rule.

They wanted more territory as they were jealous of each other.

The imperial power in the Balkans made conditions worse.

England, Germany, Russia and Austro-Hungary wanted more control in this area.

This conflict led to the First World War in 1914.

Topics Covered in Class 10 History Chapter 1 

Benefits of NCERT Solutions for Class 10 History Chapter 1 

A few advantages you will get by opting for the Nationalism in Europe class 10 questions and answers are:

Unravel the complexities: Gain a clear understanding of the factors behind the rise of nationalism in Europe, from the French Revolution to liberalism and unification movements, from NCERT solutions for class 10 history chapter 1.

Go beyond memorisation: Develop critical thinking skills by analysing historical events and their consequences for the rise of nationalism in Europe question answers.

Form connections: See the interconnectedness of historical events and how the rise of nationalism shaped Europe's political landscape in History Chapter 1 class 10.

In-depth explanations: Class 10 History Chapter 1 PDF provides concise explanations, ensuring a deeper grasp of the historical context. 

Unique Strategies: Class 10 History Chapter 1 questions and answers are well-structured and include specific details of all the sections. 

Students can also check and refer to Class 10, The Rise of Nationalism in Europe Revision Notes, on the official website to practice and learn effectively.

By utilising the NCERT Solutions for nationalism in Europe class 10, you've taken a significant step towards mastering this crucial historical concept. The History Class 10 chapter 1 question answers provide not just solutions but clear explanations, diverse question formats, and a springboard for critical thinking. Understanding its historical roots gives you a deeper perspective on global politics and social movements. So, continue exploring beyond this chapter, and use the knowledge you've gained to become a well-informed and engaged citizen!

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FAQs on NCERT Solutions for Class 10 History Chapter 1 The Rise of Nationalism in Europe

1. How do I study The Rise of Nationalism in Europe for history class 10 chapter 1?

The Rise of Nationalism is quite an interesting chapter due to the abundance of several details and unique concepts like French Revolution, Nationalism, etc. If you are planning to pursue this stream in your higher education, you should have a complete grasp over different topics, including these.

However, Class 10 NCERT History Chapter 1 Solutions play a vital role in enhancing your knowledge that is required to opt for this. The answers are well informative and beautifully presented by skilled academic professionals. Also, you can find the free PDF version of NCERT Solutions Class 10 History Chapter 1 easily from Vedantu app to understand the underlying concepts better.

2. How can class 10 history chapter 1 questions and answers help bring good Marks?

NCERT solutions have become immensely popular over the years because of the precise and accurate answers students get from here. While preparing for exams, usually they look for study materials that contain structured answers to quickly go through.

NCERT Solution for Class 10 History Chapter 1 maintains that approach that helps the students find uncommon questions as well. Students also struggle with a few complicated sections and conceptual errors. With the help of these exercise questions, that problem can easily be solved.

3. What is the class 10 history chapter 1 PDF?

The first chapter of Class 10 History is the Rise of Nationalism in Europe. This chapter deals with the issues envisaged by Frederic Sorrieu, who was a French artist. The chapter deals with the topics of the Rise of Nationalism in Europe, the French Revolution, Nationalism and Imperialism. Sometimes, remembering all the minute things in history might become difficult, but with NCERT Solutions for Class 10 History, it becomes very easy and the preparation is stress-free. The NCERT Solutions or notes or PDF are available free of cost on the official website of Vedantu (vedantu.com) and can be downloaded from the Vedantu app as well.

4. What is nationalism according to history chapter 1 class 10?

Nationalism in India is the second chapter of Class 10 History. This approach was developed during the Indian Independence movement to fight against the Colonial British Raj. Students will know the history from 1920. This chapter has the topics of Non-Cooperation and Civil Disobedience movements. The chapter is very interesting as the students will get the idea of how the different social groups were involved in the movement and also how nationalism piqued the curiosity of the people.

5. What is there in the rise of nationalism in Europe question answers?

The Making of a Global World is Chapter 3 in History of Class 10. This chapter talks about the globalisation of the markets and the economic factors around the globe. The students will get to know about the industrial revolution, which was a very important period in the nineteenth century. This also explains the fact how globalisation has affected the Indian economy and also the world’s economy.

6. What is the non-cooperation movement in NCERT Solutions for class 10 history chapter 1?

From September 1920 to February 1922, the non-cooperation movement took place. This period was a new beginning of the Indian freedom struggle started by Gandhi. This was a non-violent, peaceful protest against the British Government in India. This led to events like Jallianwala Bagh, which was called off because of the Chauri Chaura movement in 1922. The Chauri Chaura movement was a clash between the protestors of the non-cooperation movement and the police who openly fired.

7. Describe the French Revolution from nationalism in Europe class 10 questions and answers.

Nationalism came in 1789 with the French Revolution, which ended in 1799. It started because the existing regime was unable to manage economic and social equality. The change in the political and the constitution led to the transfer of the sovereignty from monarchy to the French citizens. The new tricolour flag was introduced. Many new ideas were introduced like la Patrie and le citoyen. You can read more about the french revolution from the link NCERT Solutions For Class 10 Social Science.

8. How did the French Revolution contribute to the rise of nationalism from nationalism in Europe class 10?

The French Revolution's ideals of "liberty, equality, and fraternity" inspired people to fight for their national identity and self-determination.

9. What is the difference between liberalism and nationalism from history class 10 chapter 1 question answers?

While both movements emphasise individual rights and freedoms, liberalism focuses on creating a society based on reason and individual liberties, while nationalism emphasises national unity and a shared identity.

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CBSE Class 10 Social Science History Revision Notes Chapter 1

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

Class 10 History Chapter 1 Notes will give students a detailed account of the chapter – The Rise of Nationalism in Europe. Class 10 Chapter 1 History Notes are prepared by a team of experts to give students a quick overview of the chapter in a short and precise manner. Extramarks provides Class 10 History Notes Chapter 1 in PDF format, which you can download from the website. These notes will help students memorise key concepts and speed up last-minute revision.

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CBSE Class 10 Social Science History Revision Notes for the Year 2022-23

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

Frederic sorrieu.

Frédéric Sorrieu was a French artist. In 1848, he prepared a series of four prints visualising his dream of a world made up of democratic and social republics.

• The first print represents the people of Europe and America marching in a long train, offering homage to the Statue of Liberty as they pass through it. A female figure was holding the torch of Enlightenment in one hand and the Charter of the Rights of Man in the other.
• The shattered remains of the symbols of absolutist institutions were lying on the earth in the foreground.
• Sorrieu had a utopian vision of a world where people were grouped as distinct nations, identified through their national flags and costumes.
• The United States and Switzerland led the procession, followed by France and Germany. The people of Austria, the Kingdom of the Two Sicilies, Lombardy, Poland, England, Ireland, Hungary and Russia, came after the Germans.
• Christ, angels, and saints are looking down on the scene from the heavens above. They serve as a symbol of fraternity among the nations of the world.

During the 19th century, nationalism evolved as a force which drastically changed Europe’s political and mental world. The nation-state ultimately emerged as a result of these changes.

French Revolution

In 1789, nationalism emerged with the French Revolution and the political and constitutional reforms resulted in the transfer of sovereignty from the monarchy to a body of French citizens. Many policies and procedures were implemented, including the concepts of la patrie (the fatherland) and le citoyen (the citizen). The tricolour was chosen as the new French flag.

Napoleonic Code

Napoleon ruled France starting from 1799 to 1815. He gained absolute control and power in the year 1799 by becoming the First Consul. The features of the Napoleonic Code or Civil Code 1804 are as follows: 

• Establishment of equality before the law.
• Under the Napoleonic Code, the right to property was secured.
• All birth rights and privileges were abolished.
• Guild restrictions were lifted.

Moreover, Napoleon actually took away the freedom of people by forcing them to join the French army. Also, he imposed censorship, increased taxes, and took away political freedom. 

New Middle Class

The new classifications were done based on the work, culture, and group of people. As a result, three new classes were formed: 

• The Aristocracy: It included people who owned lands, spoke French and were connected by ties of marriage. They were, however, numerically a small group. 
• Peasantry: The majority of the population was made up of this class.
• Middle Class: Since industrialisation, a new class came into being known as the working class. It included artisans, industrialists, businessmen and so on.
• In 1848, a revolution was led by educated middle-class people. Men and women of the liberal middle class demanded the creation of a national state on parliamentary principles and the Constitution, which allows freedom of the press and freedom of association.
• Many political associations came together in Frankfurt and decided to cast their vote for an all-German National Assembly. On 18th May 1848, 831 elected representatives arrived in the Frankfurt parliament convened in the Church of St Paul.
• They drafted a constitution for the German nation to be ruled by a monarchy governed by a parliament. The Crown was offered to Frederick William IV, King of Prussia, but he rejected it and joined other monarchs to stand against the elected assembly. The middle classes dominated the Parliament, and a large number of women participated in the liberal movement.
• Women formed their own political associations. Moreover, they founded newspapers and took part in political meetings and demonstrations, but they were still denied suffrage rights during the election of the assembly.
• As a result, in the years after 1848, the autocratic kings of Central and Eastern Europe started enacting the changes that had previously been made in Western Europe prior to 1815. Thus, serfdom and bonded labour were abolished in both Russia and the Habsburg dominions.

A New Conservatism After 1815

• In 1815, conservatism was the driving force behind the policies of European governments. Conservatives supported the monarchy, the Church, social hierarchies, property and the preservation of the family.
• It was believed that a modern army, an efficient bureaucracy, a dynamic economy, and the abolition and elimination of feudalism and serfdom could strengthen the autocratic monarchies of Europe.
• Furthermore, in 1815, the representatives of the European powers – Britain, Russia, Prussia and Austria, met in Vienna to draft a settlement for Europe.
• The Bourbon dynasty was reinstated, and France lost countries it had gained under Napoleon.
• The freedom of the press was one of the major issues taken up by the liberal nationalists, who criticised the new conservative order.

The Revolutionaries

• Many secret societies were established in European states in 1815 to educate revolutionaries and spread their ideology. The revolutionaries opposed monarchical forms and fought for liberty and freedom.
• Giuseppe Mazzini, an Italian revolutionary, born in Genoa in 1807, formed two more secret societies. The first was Young Italy in Marseilles, and the second was Young Europe in Berne, which included like-minded young men from Germany, Poland, France, and Italy.

The Age of Revolution: 1830-1848

Liberal revolutionaries overthrew the Bourbon Kings in July 1830 and replaced them with a constitutional monarchy commanded by Louis Philippe. The July Revolution triggered a revolt in Brussels, which resulted in Belgium breaking away from the Kingdom of the Netherlands. Greeks fought for their independence in 1821.

Making of Germany

Nationalism in Europe began to disassociate itself from democracy and revolution after 1848. Germany and Italy came to be unified as nation-states. Prussia took over the leadership of the movement for national unification. Otto von Bismarck was the architect of this revolutionary process and carried it out with the help of the Prussian army and bureaucracy.

In January 1871, the King of Prussia, William I, was crowned German Emperor in a ceremony held at Versailles. The nation-building process demonstrated the dominance of Prussian state power. Modernising Germany’s financial, legal, and judicial systems were a top priority for the new state.

Making of Italy

Italy was divided into seven states in the middle of the 19th century. Out of all the seven states, Sardinia-Piedmont was ruled by an Italian princely house. All the regions were dominated and ruled by different kings. In 1830, Giuseppe Mazzini formed a secret society referred to as Young Italy.

The movement was led by Chief Minister Cavour. In 1859, Sardinia-Piedmont defeated the Austrian forces. In 1860, they marched into South Italy, and the Kingdom of the Two Sicilies and ultimately succeeded in winning the support and help of the local peasants. In 1861, Victor Emmanuel II was declared the king of united Italy.

Great Britain represented the nation. Prior to the 18th century, there was no British nation. The nation became powerful as it slowly and gradually grew in wealth, importance and power.

The Act of Union (1707) between England and Scotland resulted in the formation and introduction of the ‘United Kingdom of Great Britain.’ It meant that England was able to impose its influence on Scotland. In 1801, Ireland was forcibly incorporated into the United Kingdom. The symbols of the new Britain, such as the British flag (Union Jack), the national anthem (God Save Our Noble King), and the English language, were actively promoted.

Nationalism and Imperialism

By the last quarter of the 19th century, nationalism had lost its idealistic liberal democratic sentiment. After 1871, the Balkan region was the main cause of nationalist tension in Europe. The Slavs was the collective name for people who lived in the geographically diverse and ethnically diverse region of the Balkans, which included modern-day Romania, Macedonia, Croatia, Bulgaria, Albania, Greece, Bosnia-Herzegovina, Serbia, Montenegro, and Slovenia.

The Balkans became a very volatile region due to the growth of romantic nationalism and the fall of the Ottoman Empire. The Ottoman Empire attempted to strengthen itself throughout the 19th century by modernisation and internal reforms but received very little success.

During this period, the European nations engaged in fierce competition over trade, colonies, and naval and military strength. 1914 saw the devastation of Europe brought on by nationalism and imperialism. Anti-imperial movements came into effect, but they struggled to form independent national states. However, the idea of ‘national states’ was accepted, and everyone agreed on the concept.

Important Questions and Answers

• What was the aim of the French Revolution? 

The main objective of the French Revolution was to build a collective identity for the French people. Moreover, ideas like Le Citoyen and La Patrie promoted the belief in a united community that enjoys equal rights. 

• Who was the “Hero of two worlds” and what was his role in the unification of Italy? 

Giuseppe Garibaldi  was the ‘Hero of two worlds.’ According to his belief, Italy wouldn’t have survived as a smaller state, and it needed to be unified. He formed two societies named Young Italy and Young Europe. 

• Name some of the features of conservative regimes.

Some of the features of conservative regimes are: 

• Intolerant to criticism and dissent
• Censored press
• Suppressed questions that challenged their legitimacy
• Write about a female allegory in the 19th century.

Marianne- She was given the Christian name Marianne in France, which helped to promote the idea of a people’s nation. Republic and liberty served as inspiration for a significant characteristic. Marianne statues quickly become unifying symbols.

• Explain the importance of national feeling and imagination.

The development of national sentiments depended on culture. Arts, poetry, music, and stories sparked nationalist sentiment. Glorification of science was questioned, and it was replaced by intuitions, sentiments and emotions. This romanticism aimed to create national sentiments. Language also played a crucial role in developing national feelings.

The Rise of Nationalism in Europe

Europe fought against conservatism, monarchs and nobles to gain independence. The making of Italy and Germany in the 19th century by Giuseppe Mazzini started a revolution against the monarchs. 

The French Revolution and the Idea of the Nation

Nationalism came into effect with the French Revolution in 1789. The political and constitutional transformations led to the transfer of sovereignty from the monarchy to a body of French citizens. Various measures and practices were introduced and launched, such as the ideas of la Patrie (the fatherland) and le Citoyen (the citizen). A new French flag, the tricolour, was selected to replace the former royal standard. Napoleon destroyed democracy in France and imposed a monarchy. In 1804, Napoleon abolished privileges based on birth and introduced the Napoleonic Code, a codified system.

The Making of Nationalism in Europe

Germany, Italy and Switzerland were further divided into kingdoms, duchies and cantons whose rulers had their autonomous territories, rights and powers. Moreover, the emergence of the new middle class took place in this era. 

The Aristocracy and the New Middle Class

• The Aristocracy: The members of this class were united by a common way of life. They owned land in the country, spoke French, and their families were often connected by ties of marriage.
• Peasantry: Peasants made up the vast majority of the population.
• Middle class: A new class developed as a result of the Industrial Revolution and the establishment of industries in urban areas. They began to rule urban areas, earning the title of the middle class.

What did Liberal Nationalism Stand for?

The term ‘liberalism’ derives from the Latin word liber, meaning free. The right to vote and get elected was granted exclusively to people who owned property. Men and women without property were not allowed to vote and were not given any political rights.

A customs union was formed at the initiative of Prussia in 1834, which was joined by most of the German states. The union eliminated tariff barriers and decreased the number of currencies from over thirty to two.

A New Conservatism after 1815

The revolutionaries , the age of revolutions: 1830-1848, the romantic imagination and national feeling.

• Culture played a crucial role in creating the idea of a nation, such as art and poetry, stories and music, which helped express and shape nationalist feelings.
• Romanticism was a cultural movement which was brought into the limelight to develop and shape a particular form of nationalist sentiment. Moreover, language also played an important role in developing nationalist sentiments.
• After the Russian occupation, the Polish language was banned from schools and replaced with Russian. An armed rebellion against Russian rule occurred in 1831 but was ultimately put down.

Hunger, Hardship and Popular Revolt

Europe went through great economic hardship in 1830. The first half of the 19th century witnessed an immense increase in population all over Europe. Widespread pauperism was caused by either an increase in food prices or a poor harvest year. In 1848, food shortages and widespread unemployment brought the population of Paris out on the roads.

The Revolution of the Liberals

While the poor workers and starving peasants revolted for their rights, a new revolt of the educated middle class was underway. The liberal middle class took advantage of the situation and pushed their demands for the creation of a nation-state along with the freedom of the press and freedom of association.  831 elected representatives marched in a procession on 18th May 1848 to take their places in the Frankfurt parliament convened in the Church of St Paul.

The Making of Germany and Italy

Germany- can the army be the architect of a nation .

Otto von Bismarck, the Chief Minister, was the architect of the revolutionary process of unifying Germany and Italy. He carried out the process with the help of the Prussian army and bureaucracy.

In a ceremony held at Versailles in January 1871, William I, the King of Prussia, was crowned German Emperor. The nation-building process demonstrated the dominance of Prussian state power. The currency, banking, legal and judicial systems in Germany were modernised.

Italy Unified

In the middle of the 19th century, Italy was divided into seven states. During the 1830s, Giuseppe Mazzini began a program for the unification of the Italian Republic. He also created a secret society named “Young Italy.” Due to the failure of the revolutionary movements in 1831 and 1848, Sardinia-Piedmont and its monarch King Victor Emmanuel II were given the responsibility of bringing the Italian nations together through war. The ruling class in this area saw a united Italy as a chance for them to achieve political and economic domination.

The Strange Case of Britain

The formation of Great Britain was not the result of any revolution. There was no British nation prior to the 18th century. The primary identities of the people who lived in the British Isles were ethnic ones – such as English, Welsh, Scot or Irish. Each of these ethnic groups has its own political and cultural traditions. However, as the English nation rapidly increased in wealth, significance, and strength, it was able to exert more influence on the other nations of the islands. The means by which a nation-state with England at its core came to be formed was the English parliament, which had seized authority from the monarch in 1688 following a protracted conflict.

Visualising the Nation

In the 18th and 19th centuries, artists found a way out by personifying a nation. They portrayed a country as if it were an individual. Nations were depicted as female characters. The female form used to personify the nation aimed to give the nation’s abstract idea a concrete form. In other words, the female character evolved into a national allegory.

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Q.1 Describe, what happened after the defeat of Napoleon?

Ans. The aftermaths of the defeat of Napoleon were as follows:

1. In 1815, the 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 Austrian chancellor Duke Metternich hosted the congress. The delegates drew up the Treaty of Vienna in 1815 with the object of undoing most of the changes that had come about in Europe during the Napoleonic wars.

2. As a result of the treaty, Kingdom of the Netherlands, which included Belgium, was set up in the North and Genoa was added to Piedmont in the south.

3. Prussia was given new territories on its western frontiers, while Austria was given control of northern Italy.

4. In the East, Russia was given part of Poland while Prussia was given a portion of Saxony. The main intention was to restore the monarchies that had been overthrown by Napoleon.

Q.2 What was the Civil Code of 1804?

Ans. The Civil Code of 1804 or the Napoleonic Code was introduced by Napoleon in France.

It did away with all the privileges based on birth.

It secured the right to property and established equality before the law.

Its main features were:

1. Administrative divisions were simplified. Means of Transport and communication system were improved.

2. The feudal system was abolished and the peasants were freed from serfdom and manorial dues.

3. Uniform laws, standardized weights and measures and a common national currency were introduced.

Q.3 Briefly trace the process of German unification.

Ans. The following factors led to the unification of Germany:

1. The nationalist feelings which were widespread among middle class Germany in 1848 tried to unite the different regions of the German confederation into a nation-state, governed by an elected parliament.

2. The combined forces of the monarchy and the military supported by the large land owners of Prussia however oppose the initiative of nation building.

3. From then on Prussia took on the leadership of the movement for the national unification and its chief minister Otto von Bismarck was the architect of this process. He carried out this movement with the help of the Prussian army.

4. Three wars over seven years with Austria, Denmark and France, ended in Prussian victory, paved the way for the process of unification of Germany.

Q.4 What were the ideas of Giuseppe Mazzini?

Ans. The main ideas of Giuseppe Mazzini were:

1. Giuseppe Mazzini opposed monarchical form of government and fought for liberty and freedom.

2. He believed in liberation, unity and republicanism.

3. He gave an idea that the unification of Italy could be done on the basis of Italian liberty.

Q.5 What was the immediate impact of the French Revolution on the European cities?

Ans. The effects of the French Revolution were not only felt by the nation of France but by almost every nation in the modern world. The impact of the French revolution on whole of Europe was as follows:

1. Students and members of educated middle classes began setting up Jacobins clubs.

2. French armies started moving into Belgium, Holland, Switzerland and most part of Italy.

3. With the outbreak of the revolutionary wars, the French armies began to carry the idea of nationalism abroad.

Q.6 Explain briefly the administrative system of Napoleon.

Ans. In administrative field, Napoleon had incorporated revolutionary principles in order to make the whole system more rational and efficient.

Main features of Napoleon’s administrative system were:

1. 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.

2. Napoleon simplified administrative divisions, abolished the feudal system and freed peasants from serfdom and manorial dues.

3. In the towns guild restrictions were removed. Peasant, workers, artisans and businessmen enjoyed new freedom

Q.7 What do you mean by the term ‘Liberalism’? How it stands for nationalism?

Ans. The term ‘liberalism’ is derived from the latin root ‘ liber’, meaning’ free’ and ‘ism’ means principles. So liberalism means ‘principles of freedom’.

Ideas of national unity in early nineteenth-century Europe were closely allied to the ideology of liberalism. The middle class liberalism stood for freedom for the individual and equality of all before the law. Nineteenth century liberals stressed the inviolability of private property. They organized opposition movements demanding equal political rights. Thus liberalism plays a great role for creating nationalism.

Q.8 Explain what led to the rise of conservatism in early 19th century Europe?

Ans. Conservatism means a political philosophy that stressed the importance of tradition, established institutions and customs, and preferred gradual development to quick change. After 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, private ownership and the family – should be preserved.

Q.9 What were the aims and policies of Bismark?

Ans. Ideas and policies of Bismarck were:

1. Bismarck had total sympathy with the military policy and was determined to carry out it through in spite of the opposition of the Parliament. So he continued to levy and collect the taxes without parliamentary approval and carried out the military reforms.

2. To Bismarck, a powerful army was an instrument for implementing the policy of the unification of Germany through the might and leadership of Prussia.

3. He followed the policy of ‘Blood & Iron’ for unification of Germany. He was hardliner and man of his words.

Q.10 Name two important unified nation states in Europe.

Ans. Italy and Germany

Q.11 Discuss the importance of language in the creation of national identity.

Ans. Language too played an important role in developing nationalist sentiments. This was especially so in the case of Poland, which did not exist an an independent territory at the end of the eighteenth century as it was partitioned by the Great Powers – Russia, Prussia and Austria. After Russian occupation, Russia replaced the Polish language everywhere. The Clergy in Poland began to use Polish as the language of resistance. Polish began to be used at Church gatherings and all religious gatherings. The emphasis on vernacular language and the collection of local folklore was not just to recover national spirit but also to carry the nationalist message. 5.The use of Polish in Opera’s and music, in folk songs and dances brought to the fore the feelings of collective identity of the people. 6.The Native land’s indigenous language was the bonding link and power to work for own nation state and bring back its glory.

Q.12 Explain the emergence of nation-states in Europe?

Ans. During the nineteenth century, nationalism emerged as a force, which brought about sweeping changes in the political and mental world of Europe. The revolutionaries saw the creation of nation states as a necessary part of their struggle for freedom. The end result of these changes was the emergence of the nation-states in place of the multi-national dynastic empires of Europe. People now started searching for own state and its glorious past. These led to the emergence of nation-states in Europe.

Q.13 What is a nation state?

Ans. A Nation-state is 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.

Q.14 Who was Ernst Renan? What were his views about a nation?

Ans. Ernst Renan was a French philosopher. He is best known for his influential historical works on early Christianity and his political theories. Renan contrasted the theory of nation suggested by others that a nation is formed by a common language, race, religion etc.

His views about a nation were:

1. “A nation is the culmination of a long past of endeavors, sacrifice, and devotion… “.

2. H e also declared that the existence of a nation was based on a “daily plebiscite.”

Q.15 Explain the meaning of the following words. (1) Plebiscite (2) Feminist (3) Ideology (4) Ethnic (5) Conservatism

Ans. The meaning of the following words is: –

(1) Plebiscite – A direct vote by which all the people of a region are asked to accept or reject a proposal.

(2) Feminist – Awareness of women’s rights and interests based on the belief of the social, economic and equality of the genders.

(3) Ideology – System of ideas reflecting a particular social and political vision.

(4) Ethnic – Relates to a common racial, tribal, or cultural origin or background that a community identifies with or claims.

(5) Conservatism – A political philosophy that stressed the importance of tradition, established institutions and customs, and preferred gradual development to quick change.

Q.16 Explain briefly the term ‘Balkans’.

Ans. 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. The inhabitants of the Balkans were broadly known as Slavs. A large part of the Balkan was controlled by 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 Balkans problem was the most serious tension in Europe after 1817.

Q.17 Who were Marianne and Germania?

Ans. 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. Similar female allegories were invented by artists in the nineteenth century to represent the nation.

Marianne: In France this female allegory 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 tricolor, the cockade.

Germania: 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.

Q.18 What do you mean by the term ‘Absolutist’?

Ans. Literally, absolutist means, a government or system of rule that has no restraint on the power exercised. In History, the term refers to a form of monarchical government that was centralized, militarized and repressive.

Q.19 Who was Giuseppe Mazzini?

Ans. Giuseppe Mazzini was born in Genoa in 1807. He was a revolutionary leader who wanted to unify Italy. He became a member of the secret society of the Carbonari. At the age of 24, he was sent into exile for attempting a revolution in Liguria. He was known for his two underground societies, first Young Italy in Marseilles, and other Young Europe in Berne. He believed that nations are the natural units of mankind.

Q.20 Who was Bismarck?

Ans. Otto von Bismarck was the chief minister of Prussia.

Q.21 Name the the region which become a part of unified Italy in 1858 CE?

Ans. Savoy Sardinia became the part of unified Italy in 1858 CE.

Q.22 Who was Giuseppe Garibaldi?

Ans. Giuseppe Garibaldi was the 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 revolt was suppressed and Garibaldi had to flee to South America, where he lived in exile till 1848. In 1854, he supported Victor Emmanuel II in his efforts to unify the Italian states. In 1860, Garibaldi led the famous Expedition of the Thousand to South Italy. New volunteers kept joining through the course of the campaign, till their numbers grew to about 30,000. They were popularly known as Red Shirts. In 1867, Garibaldi led an army of volunteers to Rome to fight the last obstacle to the unification of Italy, the Papal States where a French garrison was stationed. The Red Shirts were easily defeated by the combined troops of France and Papal. It was only in 1870 when, during the war with Prussia, France withdrew its troops from Rome that the Papal States were finally joined to Italy. Giuseppe Garibaldi played a crucial role in the unification of Italy.

Q.23 When did the concept of nationalism arise in Europe?

Ans. During the nineteenth century, nationalism emerged as a force which brought about sweeping changes in the political and mental world of Europe.

Q.24 Given below is the picture of a German almanac. The first picture depicts the scene of the storming of the French Bastille prison and alongside there is another fortress situated in a German province.

a. What did the incident of the Bastille prison signify? b. Why is the German fortress depicted alongside the picture of the French prison? [2+3=5]

Ans. a. The Bastille Prison was considered as a symbol of monarchical despotism in 18 th century France. The incident of the Bastille prison was a historic one. It signified the initiation of the French Revolution that proclaimed the transfer of sovereignty from the hands of the French monarchy to a body of French citizens.

b. The German fortress is placed alongside as it is a symbol of the despotic rule in the German province of Kassel. The picture depicts the yearning for a similar hope and freedom as achieved by the French citizens during the French revolution. It gives the message that Germans must destroy the absolute power of the monarch if they want to obtain freedom.

Q.25 Name the two underground societies formed by Mazzini?

Ans. The underground societies set up by Mazzini were ‘Young Italy’ in Marseilles and ‘Young Europe’ in Berne.

Q.26 1. What was the ideology of the liberal movements with respect to women?

2. Enumerate on the work done by women during the Frankfurt Parliament. [2+3=5]

Ans. 1. The status of women during the liberal movements was a controversial one. They did not have the same rights as the men, even though they participated in large numbers.

2. The women participated actively during the assembly of the Frankfurt Parliament. They formed their own political associations, brought out several journals and newspapers and took part in political demonstrations and meetings. Despite this, they were denied suffrage rights during the election of the Assembly. In 1848, in the Church of St Paul where the assembly of the Frankfurt Parliament took place, they were seated as mere observers, in one of the upper galleries.

Q.27 Explain how economic interests propagated the national sentiments in Prussia?

Ans. 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. Such conditions were viewed as obstacles to economic exchange and growth by the new commercial classes, who argued for the creation of a unified economic territory allowing the unhindered movement of goods, people 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. The creation of a network of railways further stimulated mobility, harnessing economic interests to national unification. A wave of economic nationalism strengthened the wider nationalist sentiments growing at the time.

Q.28 What do you mean by conservatism?

Ans. Conservatism can be defined as a political philosophy that stressed the importance of tradition, established institutions and customs, and preferred gradual development to quick change.

Q.29 Who was Count Camillo de Cavour ?

Ans. Count Camillo de Cavour was the chief minister of the kingdom of Sardinia-Piedmont, under King Victor Emmanuel II.

Q.30 Which Act was instrumental in formation of the United Kingdom of Great Britain?

Ans. The Act of Union (1707) between Britain and Scotland resulted in the formation of the United Kingdom of Great Britain.

Q.31 Which king was offered the crown in the Frankfurt parliament of 1848?

Ans. King Friedrich Wilhelm IV, the King of Prussia was offered the crown of a united Germany in 1848, which he subsequently rejected.

Q.32 Write about the revolt of the weaving community of Silesia?

Ans. The 1830’s was a year of hardships in Europe. The population increased and wide scale migration took place from rural to urban areas. Peasants struggled under the feudal dues and obligations.

1. The weavers in Silesia revolted against their contractors in 1845 as contractors had drastically reduced the payments on finished goods.

2. They marched in pairs to the contractor’s house, demanding higher wages.

3. The contractor fled in fear with his family and returned after 24 hours, requisitioning the army and had a large number of the weavers shot.

Q.33  Which Treaty is associated with the independence of Greece from the Ottoman Empire?

Ans. The Treaty of Constantinople of 1832 recognised Greece as an independent nation.

Q.34 Write a note on the Romanticism, a cultural movement.

Ans. Romanticism was a cultural movement, 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. In Romanticism the effort was to create a sense of a shared collective heritage, a common cultural past, as the basis of a nation.

Q.35 What did Liberal Nationalism Stand for?

Ans. The term ‘liberalism’ derives from the Latin root liber, meaning free. Liberalism stood for freedom for the individual and equality of all before the law. Politically, it emphasised the concept of government by consent. Since the French Revolution, liberalism had stood for the end of autocracy and clerical privileges, a constitution and representative government through parliament. Nineteenth-century liberals stressed on the inviolability of private property.

Q.36 Who was the architect of the unification of Germany?

Ans. Otto von Bismarck, the Chancellor of Prussia, was the main architect behind the unification of Germany, under Prussian leadership.

Q.37 Correct the following statement and rewrite: After 1815, all conservatives in Europe proposed a return to the society of pre-revolutionary days.

Ans. After 1815, most conservatives in Europe did not propose a return to the society of pre-revolutionary days.

Q.38 Correct the following statement and rewrite: During the unification of Italy, the peasant masses of southern Italy, who supported Garibaldi, were aware of the term Italia .

Ans. During the unification of Italy, the peasant masses of southern Italy, who supported Garibaldi, had never heard of the term Italia .

Q.39 Romantic artists and poets focused on emotions, intuition and mystical feelings, in order to _________________________________.

Ans. Romantic artists and poets focused on emotions, intuition and mystical feelings, in order to create a sense of a shared cultural heritage, a common cultural past, as the basis of a nation .

Q.40 After gaining independence from the Ottoman Empire, the Balkan nations fiercely competed against each other in order to ____________________________________.

Ans. After gaining independence from the Ottoman Empire, the Balkan nations fiercely competed against each other in order to gain more territory for themselves at the expense of others .

Q.41 What was the aim of the French nation, according to the revolutionaries?

Ans. After liberating France from despotic rule, the revolutionaries declared that their nation must aim to free all Europeans from the clutches of despotism, so that they become nations.

Q.42 Which statesman led the movement for the unification of Italy under the rule of Sardinia-Piedmont?

Ans. The movement for the unification of Italy, under the rule of Sardinia-Piedmont, was led by its Chief Minister – Cavour.

Q.43 After the forceful incorporation of Scotland and Ireland into the United Kingdom, the identity of a new ‘British nation’ was forged through _______________________________.

Ans. After the forceful incorporation of Scotland and Ireland into the United Kingdom, the identity of a new ‘British nation’ was forged through the propagation of a dominant English culture .

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Cbse class 10 social science history revision notes, chapter 2 - nationalism in india.

Chapter 3 - The Making of a Global World

Chapter 4 - the age of industrialisation, chapter 5 - print culture and the modern world, faqs (frequently asked questions), 1. give an overview of the rise of nationalism in europe..

The rise of nationalism in Europe was a slow and gradual process, which started as a result of mass protests, conflicts, and struggles. The idea of nationalism emerged as a sense of common belongingness. While struggling for their rights, people felt connected to one another. 

2. Was the Indian nationalism journey similar to European nationalism?

 The journey of nationalism in India and Europe was similar yet different. Europeans had to fight against various monarchs and nobles to gain their fundamental rights. However, Indians fought against the Britishers. So, the former was fighting against conservatism, and the latter was fighting against colonialism.

3. What is nationalism in general?

 Nationalism is a movement or a protest started in any country that may begin to gain independence. For example, before the nationalism movement started in Europe, the world was not divided into nations.

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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.

• CBSE Class 10
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• 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

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NCERT Solutions for Class 10 Social Science History Chapter 1 The Rise of Nationalism in Europe

Text Book Questions

Question 1. Write a note on (a) Giuseppe Mazzini (b) Count Camillo de Cavour (c) The Greek war of independence (d) Frankfurt Parliament (e) Role of women in nationalist struggles Answer: (a) Giuseppe Mazzini (1805 -1872) was an Italian partriot, philosophpr and politiction. Mazzini’s efforts helped bring about the modem Italian state in place of the several separate states, many dominated by foreign powers, that existed until the 9th century. He also helped define the modern European movement for popular Democracy in a Republican State.

(b) Count Camillo de Cavour: Cavour (kah -voor’), Camillo, count di. Eminent Italian statesman. Born in 1810. In 1847, he took an active part in the promulgation of the liberal doctrines then agitating his country, and largely assisted in the establishment of the constitution granted by King Charles Albert in 1848. In 1850 he became minister of commerce, and minister of finances the following year.

In 1852 he succeeded D’Azeglio as first minister, secured the liberty of the press, favoured religious toleration and free trade, and during his seven year’s tenure of office brought about the regeneration of Italy by the Treaty of Villafranca in 1859. Died in 1861.

(c) The Greek War of Independence: In 1821, the Greeks, after nearly 400 years of slavery under the ottomans decide to take up the arms and fight for their freedom. The 25th March 1821 marks the beginning of the Greek revolution and the 22nd March 1829 the day of the creation of the modern Greek state. Some of the key figures of that revolt are Theodoros Kolokotronis (1770- 1834), Georgios Karaiskakis (1782 – 1827),, Constantinos Kanaris (1793- 1877).

(d) Frankfurt Parliament: The Frankfurt Parliament is the name of the German National Assembly founded during the Revolutions of 1848 that tried to unite Germany in a democratic way. Meeting in the city of Frankfurt am Main, the assembly was attended by 386 deputies. The members of the Frankfurt Parliament convened in the St. Paul’s Church, Frankfurt on May 18, 1848, when the Prussian king, Friedrich Wilhelm IV, influenced by the 1848 revolutions, gave support to a National Assembly to discuss German unification.

(e) Role of Women in Nationalist Struggles: The women played a significant role in the nationalist struggles in France, Prussia, Italy, Austria and Hungary. They fought for their rights as well, especially in demanding franchise rights. Women had, in fact, formed their own political associations, founded newspapers and had taken part in political meetings and demonstrations.

Question 2. What steps did the French revolutionaries take to create a sense of collective identity among the French people? Answer: The French revolutionaries took numerous, steps so to create a sense of collective identity among the French people. Some of these steps were

• the ideas of la Patrie (the fatherland) and le citayen (the citizen) were emphasized;
• a new French flag, the tricolour, was chosen to replace the former royal one
• the Estate General was elected by the body of active citizens, and renamed the National Assembly
• new hymns were composed, oaths taken, martyrs commemorated – all in the name of the nation;
• a centralised administrative system was introduced;
• a uniform system of weights and measures was adopted;
• the French language was made the common language of the nation.

Question 3. Who were Marianne and Germania? what was the importance of the way in which they were portrayed? Answer: Marianne, a female French allegory, represented the idea of a people’s nation. The artists drew characteristics from those of Liberty and the Republic. Germania became allegory of the German nation. These were portrayed as a form of nation. Marianne having the red cap, the tricolour, the cockade; Gemainne, wearing a crown of oak leaves in their statutes.

Question 4. Briefly trace the process of German unification. Answer: In the wake of 1848 events, the liberal initiative, as expressed among the middle-class Germans, was pressed by the combined forces of the monarchy and the military of Prussia, thereafter the leadership of the movement for national unification passed on to Bismarck. Three wars over seven years – with Austria, Denmark and France – ended in Prussian victory completed the process of unification. In January; 1871, the Prussian king, William I, was proclaimed German emperor in a ceremony held at Versailles.

Question 5. what changes did Napoleon introduce to make the administrative system more efficient in the territories ruled by him? Answer: within the wide swathe of territory that came under his control, Napoleon set about | introducing many of that 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 Transport and communication systems were improved. Peasants, artisans, workers and new businessmen enjoyed certain freedoms: uniform laws, standardised weights and measures, and a common national currency facilitated the movement and exchange of goods.

Question 1. Explain what is meant by the 1848 revolution of the liberals. What were the political, social, and economic ideas supported by the liberals? Answer: By 1848 revolution of the liberals is meant the revolution engineered by the educated, middle- classes. This kind of revolution was underway in France, Germany, Italy, Poland, the Austrio-Hungarian empire. These revolutionaries were, by and large, liberals, seeking constitutionalism with national unification.

The political, social, and economic ideas supported by the liberals were:

• Political: Universal male suffrage, constitutionalism, rule of Law, freedom of press, and of association, national unification.
• Social: Social cohesion, increasing role of the middle classes, spread of education.
• Economic: Free trade, abolition of tariff wall, abolition of bonded labour and serfdom.

Question 2. Choose three examples to show the contribution of culture to the growth of nationalism in Europe. Answer: Culture played an important role in the growth of nationalism in Europe. The three examples showing the contribution of culture can be seen in

• art and poetry,

Poets (France) while criticising the glorification of reason and science focused on emotions, mystical feelings and intuition, seeking to create a sense of shared collective heritage, a common cultural past as the basis of a nation. The (German romantics, through folk songs, .poetry and dances, popularised the true spirit of the nation. The emphasis on vernacular language and the folklore carried the modern nationalist message to large audiences. This is special true in the case of Poland.

Question 3. through a focus on any two countries, explain how nations developed over the nineteenth century. Answer: The success of the French revolution had provided the middle -classes, hitherto mere political subjects, with a desirable political end – the nation-state in which the liberals would play the key role, a state which would promote economic development and personal liberty.

The Vienna Congress sought to restore the ancient regime, conservative system which had made the Liberals dissatisfied. The unification of Italy as well as of Germany were achieved by conservative career diplomats – Camillo Count Cavour and Otto van Bismack – utilizing both military force, diplomacy and the present national sentiment in the population.

Strong national sentiment also existed elsewhere. However, the Ottoman, Austro-Hungarian and Russian Empires Were multinational, nation states were home to considerable national minorities (the German Empire: Poles, Danes, French; France: Bretons, Basques, Flemings; Spain Basques). The Norwegians and Finns, which enjoyed a high degree of political autonomy, in their dynastic union with Sweden. Hungry had received a large degree of political autonomy in 1867.

The Hungarian administration, ruling over a state with large Rumanian, Slovakian, Croatian, German, Ruthenian, Serbian and Czech minorities, enforced Hungarian as the only legitimate language of administration and education, a policy called Magyarization which alienated the minorities.

Question 4. How was the history of nationalism in Britain unlike the rest of Europe? Answer: The history of the development of nationalism in Britain was unlike the rest of Europe. 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. 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.

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 it centre, came to he forged. The Act of Union (1707) between England and Scotland that resulted in the formation of the ‘United Kingdom of Great Britain’. Ireland was brought into the United Kingdom in 1801.

The English dominated the Scottish and the Irish. A new ‘British nation’ was forged through the propagation of a dominant English culture. The symbols of the new Britain – the British flag (Union Jack), the national anthem (God, Save Our Noble King), the English language – were actively promoted and the older nation survived only as Subordinate partners in this union.

Question 5. Why did nationalist tensions emerge in the Balkan? Answer: 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 compressing 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 Balkan 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. As the different Slavic nationalities struggled to define their identity and independence. The Balkan area became an area of intense conflict. The Balkan slates 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.

During this period, 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- 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.

Project Work:

Find out more about nationalist symbols in countries outside Europe. For one or two countries collect examples of pictures posters or music that are symbols of nationalism How are these different from European examples? Answer: Students do it with the help of their teacher.

These Solutions are part of  NCERT Solutions for Class 10 Social Science. Here we have given NCERT Solutions for Class 10 Social Science History Chapter 1 The Rise of Nationalism in Europe.

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CBSE Class 10th History Value Based Questions Chapter 1 The Rise of Nationalism in Europe PDF Download

CBSE Class 10th History Value Based Questions Chapter 1 The Rise of Nationalism in Europe are the easiest questions which you see in your question paper and the scoring one all student who attempt it surely get they are just little bit difficult and examine your basic knowledge regarding the particular chapter. History Value Based Questions for Class 10th are available here at Free of cost. These questions are expected to be asked in the Class 10th board examination. These History Value Based Questions are from complete CBSE Syllabus.

CBSE Class 10th History Value Based Questions Chapter 1 The Rise of Nationalism in Europe

Most of these History Value Based Questions are quite easy and students need only a basic knowledge of the chapter to answer these questions. Download CBSE History Value Based Questions for board examinations. These History Value Based Questions are prepared by Directorate of Education, Delhi.

CBSE History Value Based Questions Class 10th Chapter 1 The Rise of Nationalism in Europe PDF

The purpose of the History Value Based Questions is to make students aware of how basic values are needed in the analysis of different situations and how students require to recognize those values in their daily lives. Some questions are subject related. But even if they are not, that one-minute awareness of what we write about value without any specific preparation is a good step indeed.

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Class 10th books have many questions. These questions are regularly asked in exams in one or other way. Practising such most CBSE History Value Based Questions Chapter 1 The Rise of Nationalism in Europe certainly help students to obtain good marks in the examinations. 

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