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During the 19th century, nationalism emerged as a force, which brought aboutsweeping changes in the political and mental world of Europe. The end result ofthese changes was the emergence of the nation-state in place of the multi-nationaldynastic empires of Europe. A nation-state was one, in which the majority of itscitizens and not only its rulers, came to develop a sense of common identity andshared history or descent. This commonness was forged through struggles, throughthe actions of leaders and the common people.

The French Revolution and the Idea of the NationThe French Revolution (1789), paved the way for the modern nation-state

and also had a big part in the birth of nationalism. Across Europe, radicalintellectuals questioned the old monarchical order and encouraged the developmentof a popular nationalism, committed to re-drawing the political map of thecontinent.

From the very beginning, the French revolutionaries introduced variousmeasures and practices that could create a sense of collective identity like the ideasof la patrie (the fatherland) and le citoyen (the citizen) amongst the French people.These ideas emphasised the nation of a united community enjoying equal rightsunder a Constitution. A new French flag, the tricolour was chosen to replace theformer royal standard.

A centralised administrative system was put in place and it formulateduniform laws for all citizens within its territory. Regional dialects were discouragedand French (as it was spoken and written in Paris) became the common language ofthe nation. With the outbreak of the revolutionary wars, the French armies began tocarry the idea of nationalism abroad. There was no doubt that Napoleon haddestroyed democracy in France, but in the administrative field, he had incorporatedrevolutionary principle by introducing the Civil Code of 1814, usually known theNapoleonic Code. This code did away with all privileges based on birth,established equality before the law and secured the right of property.

u Nation-State The region in which the majority of its citizens and not only its rulers, came to

develop a sense of common identity and shared history or descent.

The Rise of

Nationalism in Europe

CHAPTER

3 The French Revolution

and the Idea of the

Nation

3 The Making of

Nationalism in Europe

3 The Age of Revolution:

1830-1848

3 The Making of

Germany and Italy

3 Visualising the Nation

3 Nationalism and

Imperialism

History

This code was exported to the regionsunder French control. Initially, the Frencharmies were welcomed as harbingers ofliberty, but the initial enthusiasm soonturned to hostility, as it became clear thatthe new administrative arrangements did notgo hand-in-hand with political freedom.

The Making of Nationalismin Europe

If we look at the map of mid-18thcentury Europe, we will find that there wereno nation-states like today. Now, what weknow as Germany, Italy and Switzerland weredivided into Kingdoms; Duchies andCantons, whose rulers had their autonomousterritories.

The Habsburg empire, the Ottomanempire, etc were the patchwork of manydifferent regions and peoples. The only tiebinding of these diverse groups together wasa common allegiance to the emperor. Therewere many factors that led to thenation-states.

Among them some important factors were¢ The rise of new middle class.¢ The spread of the ideology of liberalism.¢ The new spirit of conservatism and the

Treaty of Vienna.

The Aristocracy and the New Middle ClassSocially and politically, a landed aristocracy was the

dominant class on the continent. In Western and Central parts ofEurope, there was an emergence of commercial classes whoseexistence was based on production for the market.

Due to industrialisation, the new social groups – a workingclass population and middle classes made up of industrialists,businessmen, professionals came into being. It was among theeducated, liberal middle classes; the idea of national unity gainedpopularity.

What did Liberal Nationalism Stand for?Ideas of national unity in the early 19th century, Europe were

closely allied to the ideology of liberalism. For the new middle

classes, liberalism stood for freedom for the individual and equality

of all before the law. Throughout the 19th and early 20th century,

there were the movements demanding equal political rights, i.e.,

Universal suffrage or the right to vote.

In the economic sphere, liberalism stood for the freedom of

markets and the abolition of state-imposed restrictions on the

movement of goods and capital. In 1834, a Customs Union or

Zollverein was formed at the initiative of Prussia and joined by most

of the German states. The union abolished tariff barriers and

reduced the number of currencies from over thirty to two.

A New Conservatism after 1815Following the defeat of Napoleon in 1815, European

Governments were driven by a spirit ofconservatism. Conservatives believed that established traditionalinstitutions of state and society – like the monarchy, the church,social hierarchies, property and the family should be preserved.

The European powers like Britain, Russia, Prussia andAustria, who had collectively defeated Napoleon, met at Vienna todraw up a settlement for Europe. The Congress was hosted by theAustrian Chancellor Duke Metternich and they drew up the Treatyof Vienna of 1815.

u Habsburg Empire The empire that used Austria, Hungary including

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

u Ottoman Empire Turkish empire ruled by the Caliph-the spiritual and

temporal head of the Muslims.

u Ideology System of ideas reflecting a particular social and political

vision.

u Conservatism A political philosophy that stressed the importance of

tradition, established institutions, customs and preferred gradual

development to quick change.

u Suffrage The right to vote.

u Plebiscite A direct vote by which all the people of a region are asked

to accept or reject a proposal.

2 Social Science Class 10th Term IIll ne

Ernest Renan, What

is a Nation?

In a lecture delivered at the University of

Sorbonne in 1882, the French philospher

Ernst Renan (1823-92) outlined his

understanding of what makes a nation.

A nation is the culmination of a long past

of endeavours, sacrifice and devotion. A

heroic past, great men, glory that is the

social capital upon which one bases a

national idea. To have common glories in

the past, to have a common will in the

present, to have performed great deeds

together, to wish to perform still more.

These are the essential conditions of being

a people. A nation is therefore a

large-scale solidarity … Its existence is a

daily plebiscite … A province is its

inhabitants; if anyone has the right to be

consulted, it is the inhabitant.

The main intention was to restore the monarchiesthat had been overthrown by Napoleon and create a newconservative order in Europe. Conservative regimes set upin 1815, were autocratic. Most of them imposedcensorship laws to control what was said in newspapers,books, plays and songs and reflected the ideas of libertyand freedom associated with the French Revolutions.

The RevolutionariesDuring the years following 1815, the fear of

repression drove many liberal-nationlists underground.Main objectives of revolutionaries were to opposemonarchial forms that had been established after theVienna Congress and to fight for liberty and freedom.Most of these revolutionaries saw the creation ofnation-state as a necessary part of this struggle for freedom.

The Age of Revolutions : 1830-1848Liberalism and nationalism came to be increasingly

associated with revolution in many regions of Europe suchas the Italian and German states, the provinces of Ottomanempire, Ireland and Poland.

The first upheaval took place in France in July 1830.The July Revolution sparked an uprising in Brussels, whichled to Belgium breaking away from the United Kingdom ofthe Netherlands. The growth of revolutionary nationalismin Europe sparked off a struggle for independence amongstthe Greeks, which began in 1821.

Poets and artist landed Greece as the cradle ofEuropean civilisation and mobilised public opinion tosupport its struggle against Muslim empire. Finally, theTreaty of Constantinople of 1832, recognised Greece as anindependent nation.

The Romantic Imagination and NationalFeeling

The development of nationalism did not come aboutonly through wars and territorial expansion. Cultureplayed an important role in creating the idea of the nation.Art and poetry, stories and music helped express and shapethe nationalist feelings.

Poland which was no longer existed as anindependent territory, kept nationalist feeling alivethrough music and language. Karol Kurpinski celebrated thenational struggle through his operas and music, turningfolk dances like polonaise and mazurka into nationalistsymbols. Many members of the clergy in Poland began touse language as a weapon of national resistance. The use of

Polish came to be seen as a symbol of the struggleagainst Russian dominance.

Hunger, Hardship and PopularRevolt

The 1830s were the years of great economichardship in Europe. The first half of the 19th centurysaw an enormous increase in population all over theEurope. Population from rural areas migrated to thecities to live in overcrowded slums. Small producersin towns were often faced with stiff competition fromimports of cheap machine-made goods fromindustrially developed England. In those regions ofEurope, where the aristocracy still enjoyed power,peasants struggled under the burden of feudal duesand obligations.

The rise of food prices or a year of bad harvestled to widespread pauperism in town and country. In1848, food shortage and widespread unemploymentbrought the population of Paris out on the roads.Barricades were erected and Louis Philippe wasforced to flee.

A National Assembly proclaimed a republic andgranted suffrage to adult males above 21 andguaranteed the right to work. Events of February1848 in France, had brought about the abdication ofthe monarch.

1848 : The Revolution of the LiberalsIn other parts of Europe, like Germany, Italy,

Poland, the Austro–Hungarian Empire—men andwomen of the liberal middle classes combined theirdemands for constitutionalism with nationalunification.

On 18th May, 1848, 831 elected representativesmarched in a festive procession to take their places inthe Frankfurt Parliament convened in the church ofSt Paul. They drafted a Constitution for a Germannation to be headed by a monarchy to subject to aParliament.

When the deputies offered the crown on theseterms to Wilhelm IV, King of Prussia, he rejected itand joined other monarchs to oppose the electedassembly.

The Parliament was dominated by the middleclasses, who resisted the demands of workers andartisans and consequently lost their support. In theend, troops were called in and the assembly wasforced to disband.

The Rise of Nationalism in Europe 3ll ne

The issue to extending political rights to womenwas a controversial one within the Liberal Movement, inwhich large numbers of women had participated activelyover the years.

Women had formed their own politicalassociations, founded newspapers and had taken part inpolitical meetings and demonstrations. Despite this,they were denied the suffrage rights during the election,of the assembly.

Monarchs were beginning to realise that the cyclesof revolution and repression could only be ended bygranting concessions to the liberal-nationalistrevolutionaries. Thus, serfdom and bonded labour wereabolished both in the Habsburg dominions and inRussia. The Habsburg rulers granted more autonomy tothe Hungarians in 1867.

The Making of Germany and Italy

Germany : Can the Army be the Architect ofa Nation?

In Germany, nationalist feelings were widespreadamong middle class, who in 1848, tried to unite thedifferent regions of the German confederation into anation-state governed by an elected Parliament.

This liberal initiative to nation-building wasrepressed by the monarch and military, supported bylarge land-owners (Junkers) of Prussia. The first steptowards unification of Germany was unconsciouslytaken by Prussia, when Prussia established Zollverein orCustoms Union, joined by most German states.

Prussia took on the leadership of the movementfor national unification. Prussia’s Chief MinisterOtto von Bismarck was the architect of this processwith the help of Prussian army and bureaucracy. InJanuary 1871, William I, the Prussian Emperor, thoughdeeply conservative, believed in the National Mission ofPrussia to unify Germany.

Bismarck followed aggressive foreign policy, theBlood and Iron Policy and relatively subdued domesticone, playing with the nationalistic sentiments of thepeople of Germany.

Bismarck set the diplomatic stage for challengingAustria as well as trying out his new enemy Denmarkover the question of the control of two Duchies ofSchleswig and Holstein. In 1864, Bismarck fought a waragainst Denmark and took control of Schleswig.

Bismarck made Russia ‘neutral’ by helping it atthe time of Polish insurrection. He also secured theneutrality of France and Italy. In 1870, Prussia defeatedFrance and occupied Alsace and Lorraine.

On 18th January, 1871, an assembly comprisingthe princes of the German states, representatives of thearmy, important Prussian ministers including the ChiefMinister Bismarck gathered in the Hall of Mirrors atVersailles to proclaim the new German empire headedby Kaiser William I of Prussia.

The new state placed a strong emphasis onmodernising the currency, banking, legal and judicialsystems in Germany. Prussian measures and practicesoften became a model for the rest of Germany.

Italy UnifiedDuring the middle of the 19th century, Italy was

divided into seven states of which only one,

Sardinia-Piedmont was ruled by an Italian Princely

House. The North was under Austrian Habsburgs, the

Centre was ruled by the Pope and the Southern regions

were under the domination of the Bourbon kings of

Spain.

Even, the Italian language had many regional and

local variations. During the 1830s, Giuseppe Mazzini had

sought to put together a coherent programme for a

Unitary Italian Republic. He formed a secret society

called Young Italy. He believed that God had intended

nations to be the natural units of mankind. So, Italy

could not continue to be a patchwork of small states and

kingdoms. It had to be forged into a single unified

republic within a wider alliance of nations.

The unification of Italy owed much to thediplomacy of the Chief Minister Cavour, who became thePrime Minister of Piedmont from 1852 to 1860.Through a tactful diplomatic alliance with Franceengineered by Cavour, Sardinia-Piedmont succeeded indefeating the Austrian forces in 1859.

Apart from regular troops, a large number ofarmed volunteers under the leadership of GiuseppeGaribaldi joined the fray.

Garibaldi was a central figure in the unification ofItaly, since he personally commanded and fought inmany military campaigns that led eventually to theformation of a unified Italy. He has been called theHero of Two Worlds, because of his militaryenterprises in South America and Europe.


In 1860, they marched into South Italy and the

kingdom of the Two Sicilies and succeeded in winning

the support of the local peasants in order to drive out

the Spanish rulers. In 1861, Victor Emmanuel IIwas proclaimed king of United Italy.

The states of Tuscany, Modena, Parma and the

Papal joined hands with Sardinia. By March 1860,

the entire Central Italian states were unanimously

united with Piedmont. Rome became a part of

Sardinia and in this way, the final unification of Italy,

was also achieved in 1871.

The Strange Case of BritainSome scholars have argued that the model of the

nation-state is Great Britain. It was not the result of asudden upheaval or revolution. It was the result of along-drawn out process. There was no British nationprior to the 18th century. The primary identities ofthe people who inhabited the British Isles were Ethnicones like English, Welsh, Scot or Irish. As Englishnation steadily grew in wealth, importance andpower, it was able to extend its influence over theother nations of the islands.

The English Parliament, which had seizedpower from the monarchy in 1688, was theinstrument through which a nation-state, withEngland at its centre came to be forged. The Act ofUnion (1707), between England and Scotland thatresulted in the formation of the United Kingdom ofGreat Britain, meant in effect, that England was ableto impose its influence on Scotland. After a failedrevolt led by Wolfe Tone and his United Irishmen(1798), Ireland was forcibly incorporated into theUnited Kingdom in 1801.

A new ‘British’ nation was forged through thepropagation of a dominant English culture. Thesymbol of the new Britain were the British flag(Union Jack), the National Anthem (God Save OurNoble King) and the English language.

Visualising the NationArtists in the 18th and 19th centuries found a

way out by personifying nation. Nations were thenportrayed as female figures. The female form that waschosen to personify the nation did not stand for anyparticular woman in real life, rather it sought to givethe abstract idea of the nation in a concrete form. Thefemale figure became an allegory of the nation.

In France, the female allegory was christenedMarianne. Her characteristics were drawn from those ofLiberty and the Republic–the red cap, the tricolour, thecockade. Germania became the allegory of the Germannation. Germania wears a crown of oak leaves, as theGerman oak stands for heroism.

Nationalism and ImperialismBy the last quarter of the 19th century, the

nationalism no longer retained its idealistic liberaldemocratic sentiment of the first half of the century.During this period nationalist groups became increasinglyintolerant with each other and ever ready to go to war.

The most serious source of nationalist tension inEurope after 1871, was the area called the Balkans. TheBalkans was a region of geographical and ethnic variationcomprising modern-day Romania, Bulgaria, Albania,Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia,Serbia and Montenegro, whose inhabitants were broadlyknown as the Slavs.

A large part of the Balkans was under the control ofthe Ottoman empire. The spread of the ideas of romanticnationalism in the Balkans together with thedisintegration of the Ottoman empire made this regionvery explosive.

u Ethnic Relates to a common racial, tribal or cultural origin

or background that a community identifies with or claims

u Allegory When an abstract idea (for instance greed, envy,

freedom, liberty, etc) is expressed through a person or a thing.

An allegorical story has two meanings, one literal and one

symbolic.

u Romanticism A Cultural Movement which aimed at

developing a particular form of national sentiment and

promote a feeling of collective heritage as like basis of nation.


Meanings of the Symbols

Attribute Significance

Broken chains Being freed

Breastplate with eagle Symbol of German Empire−strength

Crown of oak leaves Heroism

Sword Readiness to fight

Olive branch around the sword Willingness to make peace

Black, red and gold tricolour Flag of the Liberal nationalists in 1848,banned by the Dukes of the Germanstates

Rays of the rising sun Beginning of a new era

The Balkans states were fiercely jealous of each other and each hoped to gain more territory at the expense ofthe others. Matters were further complicated because the Balkans also became the scene of big power rivalry. Eachpower–Russia, Germany, England, Austro-Hungary was keen on countering the hold of other powers over theBalkans and extending its control over the area.

This led to a series of wars in the region and finally the First World War. Nationalism, aligned withimperialism, led Europe to disaster in 1914. The anti-imperial movements that developed everywhere werenationalist, in the sense that they all struggled to form independent nation-states. European ideas of nationalismwere nowhere replicated, for people everywhere developed their own specific variety of nationalism. The idea thatsocieties should be organised into ‘nation-states’ came to be accepted as natural and universal.


Timeline1789

The French Revolution occurred.

1797Napoleon invades Italy; Napoleonic wars begin.

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

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

1821Greek struggle for independence begins.

1832Greece gained independence.

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

1848Revolutions in Europe: Artisans, industrial workers andpeasants revolt against economic hardships; middleclasses demand Constitutions and representativegovernments; Italians, Germans, Magyars, Poles, Czechs,etc demanded for nation-states.

1859-1870Unification of Italy.

1866-1871Unification of Germany.

1871The Prussian King, William I was proclaimed the GermanEmperor.

1905Slavs nationalism gathers their force in the Habsburg andOttoman empire.

1914Beginning of the First World War.

Websites for Additional Information

library.thinkquest.org/TQ0312582/unification.html

faculty.ucc.edu./egh-demerow/Italy.htm

en.wikipedia.org/wiki/French-Revolution

www.historyorb.com>European History

Multiple Choice Questions [1 Mark each]

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

(a) Garibaldi (b) Cavour

(c) Mazzini (d) Metternich

Ans. (a)

Hint Because of his military enterprises in both South

America and Europe, Garibaldi has been called the

‘Hero of Two Worlds’.

2. In 18th century, political clubs became animportant rallying point for people who wished todiscuss government policies and plan their ownform of action. Of them which club was mostsuccessful?(a) The Jacobins (b) The Marseillaise

(c) The Bolsheviks (d) None of these

Ans. (a)

3. When did the Greek struggle for independencebegin?

(a) 1821 (b) 1850 (c) 1870 (d) 1890

Ans. (a)

Hint Greece was the craddle of Europeancivilisation and Greek nationalists mobilised publicopinion to support their struggle against the Turkemperor.

4. Industrialisation began in England in(a) the first half of the 18th century.

(b) the second half of the 18th century.

(c) the first half of the 19th century.

(d) the second half of the 17th century.

Ans. (b)

5. In ____, representatives of the European powers,Britain, Russia, Prussia and Austria who hadcollectively defeated Napoleon, met at Vienna todraw up a settlement for Europe and signed theTreaty of Vienna.(a) 1817 (b) 1815 (c) 1818 (d) 1820

Ans. (b)

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

France regardless of their wealth did get the right

to vote?

(a) In 1791 (b) In 1789

(c) In 1792 (d) In 1795

Ans. (c)

Hint France experimented liberal democracy and the

right to vote or suffrage was introduced.

7. ____ is a political philosophy that stressed theimportance of tradition, established institutionsand customs and preferred gradual developmentto quick change.

(a) Liberalism

(b) Conservatism

(c) Radicalism

(d) None of the above

Ans. (b)

Hint After the defeat of Napoleon in 1815, European

Governments were driven by the spirit of conservatism.

8. On 21st September, 1792, the newly electedassembly abolished the monarchy and declaredFrance as a

(a) republic (b) democracy

(c) sovereign state (d) socialist state

Ans. (a)

9. American Constitution came into force in ____ .

(a) 1790 (b) 1789

(c) 1850 (d) 1950

Ans. (b)

10. Mazzini, Garibaldi and Cavour, all made theircontribution in their own way in the unificationof ____.

(a) Germany (b) Italy

(c) Russia (d) Britain

Ans. (b)

Summative AssessmentEXAM Practice

11. Who was called ‘Bismarck of Italy’ ?

(a) Mazzini (b) Garibaldi

(c) Cavour (d) None of these

Ans. (b)

12. The Habsburg empire ruled over which area?

(a) America (b) Denmark

(c) Poland (d) Belgium-Holland

Ans. (c)

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

clear expression of nationalism?

(a) The Russian Revolution

(b) The French Revolution of 1789

(c) Glorious Revolution

(d) The American Revolution

Ans. (b)

14. Which one of the following types of government was

functioning in France before the revolution of 1789?

(a) Dictatorship (b) Monarchy

(c) Military (d) Council of French Citizen

Ans. (b)

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

divided into ____ states.

(a) five (b) six (c) seven (d) nine

Ans. (c)

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

measure

(a) land (b) thread (c) cloth (d) height

Ans. (c)

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

Europe catches cold’ ?

(a) Garibaldi (b) Metternich

(c) Mazzini (d) Bismarck

Ans. (b)

Hint The effect of French Revolution was felt all over

Europe.

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

weighing scales, symbolise?

(a) Equality (b) Justice

(c) Liberty (d) Harmony

Ans. (b)

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

Princely House?

(a) Papal State (b) Venetia

(c) Sardinia-Piedmont (d) Tuscany

Ans. (c)

Hint Italy was divided into seven states of which

only one, Sardinia-Piedmont was ruled by an Italian

Princely House.

20. Who was Cavour?(a) He was the Chief Minister of Germany, during its

unification.(b) He was the Chief Minister of Italy, during its

unification.(c) He was the Chief Minister of France, during

revolution.(d) He was the Chief Minister of Prussia, during its

unification.

Ans. (b)

21. Which of the following was the result of the Actof Union, 1707?

(a) United Kingdom of Ireland

(b) United Kingdom of Great Britain

(c) United Kingdom of Scotland

(d) United States of America

Ans. (b)

Hint The Act of Union between England andScotland resulted in the formation of the UnitedKingdom of Great Britain and after that England wasable to impose its influence on Scotland.

22. Liberalism in the economic sphere did notentail(a) freedom of markets.(b) abolition of state imposed restrictions on good.(c) abolition of restriction on movement of capital.(d) feudal privileges.

Ans. (d)

23. In which of the following years was unification

of Germany achieved ?(a) 1856-1871 (b) 1860-1871

(c) 1866-1871 (d) 1865-1871

Ans. (c)

24. Which area was known as the ‘Powder Keg of

Europe’?

(a) Balkans (b) Ottoman Empire

(c) Italy (d) Germany

Ans. (a)

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

20th century when there were a number of

overlapping clan territories.

25. What did the ‘German Sword’ stand for?(a) Heroism

(b) Readiness to fight

(c) Beginning of a new era

(d) Symbol of German empire-strength

Ans. (b)


Short Answer Type Questions [3 Marks each]

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

Ans. Nationalism and the idea of the nation-state

emerged within the culturally and regionally diverse

groups of Europe. Due to industrialisation and

transformation of society, they emerged a middle class

consisting of businessmen, working professionals,

industrialists, labourers and working class people.

Out of these, the educated people thought of uniting

the culturally compatible sections of people in

Europe. This led to nationalism and emergence of

idea of the nation-state.

2. Describe the political ends that list hopes to achievethrough economic measures.

Ans. A customs union known as Zollverein was formed

at the initiative of Prussia and joined by most of the

German states. This union abolished tariff barriers and

summed up 30 currencies into two.

Besides this, the aim of the union was to bind the

Germans economically into a nation by strengthening

the nation materially through its protection of interests

externally and stimulating its internal productivity. It

must be awakened and national sentiments should be

raised through a fusion of individual and state

interests.

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

[NCERT]

Ans. Marianne and Germania were the female

allegories of France and German nations

respectively. They stood as personifications of the

‘Republic’ and ‘Liberty’. They were portrayed such

that would instill a sense of nationality in the citizens of

these countries.

4. Explain what is meant by the ‘1848 Revolution of theLiberals’. What were the political, social andeconomic ideas supported by the liberals? [NCERT]

Ans. By the 1848 Revolution of the Liberals, we mean,

the revolution led by the educated middle classes of

Europe. Events of February 1848, in France brought

about the abdication of the monarchy and a republic

based on universal male franchise was formed.

Social and economic ideas supported are

(i) Politically, it emphasised the concept of

government by consent, abolition of autocracy

and special privileges.

(ii) Socially, the liberals supported the abolition of

discrimination based on birth.

(iii) Economically, it stood for the abolition of trade

restrictions imposed by the state.

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

[NCERT]

Ans. Examples of contribution of culture to the growth of

nationalism in Europe are

(i) The idea of a nation can be created through stories,

poems and writings. Music too can help in expressing

nationalist feelings or sentiments.

(ii) Romanticism, a Cultural Movement which emerged in

Europe, sought to develop a particular form of nationalist

sentiments or national feelings. The main aim of

Romantic artists was to create a sense of a shared

collective heritage and a common cultural past.

(iii) Language also played an important role in developing

the national sentiments or nationalist feeling. For

example in Poland, language began to be used as a

weapon of national resistance. The wide scale use of

Polish language came to be seen as a symbol of

struggle against national dominance.

6. What area was known as the Balkans?

Ans. The vast territory lying between the Black Sea and the

Adriatic Sea comprising the modern states of Romania,

Albania, Greece, Croatia, Bosnia-Herzegovina, Slovenia,

Serbia and Montenegro was known as the Balkans. All these

states were once the part of the Ottoman empire and were

inhabited by people broadly known as Slavs.

The spread of the ideas of Romantic nationalism and the

disintegration of Ottoman empire made this region very

explosive. The Balkans states were fiercely jealous of each

other and each hoped to gain more territory at the expense of

the others.

7. How did Romanticism seek to develop a particular form ofnationalist sentiments during 18th century? Explain.

Ans. Romanticism referred to a Cultural Movement which

sought to develop a particular form of national sentiment.

Romantic artist and poets generally criticised the glorification

of reason and science. They focused on emotions, intuition

and mystical feelings. Their effort was to create a sense of a

shared collective heritage, a common cultural part as the

basis of a nation.

Some German Romantics thought that through folk songs,

folk poetry and folk dancer, the true spirit of the nation could

be popularised. They claimed that true German culture was

to be discovered among the common people.

8. (a) What was the Zollverein?

(b) What were its wider implications?

Ans.

(a) In 1834, a Customs Union or Zollverein was formed

at the initiative of Prussia. It was joined by the most

of the German States.


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

economically into a nation. The Union abolished the

tariff barriers and reduced the number of currencies

from over thirty to only two.

It helped to awaken and raise national sentiment through

a fusion of individual and provincial interests. The

German people realised that a free economic system

was the only means to engender national feeling.

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

(b) Mention any two measures and practices that the Frenchrevolutionaries introduced to create a sense of collectiveidentity amongst the French people.

Ans.

(a) A nation-state is one in which the majority of its citizens

and not only its rulers, come to develop a sense of

common identity, common language and shared history

or descent. The most noticeable characteristic of

nation-state is the degree to which they use the state as

an instrument of national unity, in economic and social

cultural life.

(b) The two measures introduced by the French

Revolutionaries were

(i) A new French flag, the tricolour was chosen toreplace the former royal standard.

(ii) A centralised administrative system was put inplace and it formulated uniform laws for all citizens.

10. Explain any three features of Frankfurt Parliament.

Ans. In the German regions a large number of political

association came together in the city of Frankfurt and decided

to vote for all German National Assembly.

Three features of Frankfurt Parliament are

(i) On 18th May, 1848, 831 elected representatives

marched in the Frankfurt Parliament, convened in the

church of St Paul. They drafted a Constitution for a

German nation to be headed by a monarchy subject to

a Parliament.

(ii) When King of Prussia, Friedrich Wilhelm IV

was offered the crown on these terms, he

rejected it and opposed the elected assembly.

(iii) The Parliament was dominated by the middle

class who resisted the demands of workers

and artisans and consequently lost their

support.

11. Giuseppe Garibaldi (1807-82) is perhaps the mostcelebrated of Italian freedom fighters. He camefrom a family engaged in coastal trade and was asailor in the Merchant Navy. In 1833, he metMazzini, joined the Young Italy Movement andparticipated in a republican uprising in Piedmontin 1834. The uprising was suppressed and Garibaldihad to flee to South America, where he lived in exiletill 1848. [Value Based Question]

Read the above passage and answer the following

questions

(i) Who was Giuseppe Garibaldi? Write about hisrole in uprising in Piedmont in 1834.

(ii) What values/lesson you have learnt from theabove passage?

Ans.

(i) Giuseppe Garibaldi was one of the most

celebrated Italian freedom fighters. He came

from a family engaged in coastal trade and

was a sailor in the Merchant Navy. In 1833, he

met Mazzini, joined the Young Italy Movement

and participated in a republican uprising in

Piedmont in 1834. The uprising was

suppressed and Garibaldi had to flee to South

America, where he lived in exile till 1848.

(ii) From the above passage I have learnt the

values like nationalism, patriotism and desire

of becoming independent.

Long Answer Type Questions [5 Marks each]

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

Ans. Ernest Renan was a French philosopher, who outlined the attributes of a nation as follows

(i) A nation is not formed by a common language, race, religion or territory.

(ii) To form a nation, social capital, common glories and deeds of the past and common will are necessary. A nation is the

culmination of a long past of endeavours, sacrifice and devotion.

(iii) Nation is a large scale solidarity, its existence is a daily plebiscite and its inhabitants have the right to be consulted.

(iv) The existence of a nation is not only a good thing but also a necessity.

(v) A nation has never any real interest in annexing or holding on to a country against its will. Nations are important

because existence of the nation is a guarantee of liberty. Liberty would be lost if the world had only one law and only

one master.


2. Discuss the importance of language and popular traditions inthe creation of national identity. [HOTS]

Ans. The development of nationalism does not come about

only through wars and territorial expansion. Culture plays an

important role in the creation of national identity.

Culture of a country includes its language, art and poetry,

stories, music, popular tradition–everything. Philosophers think

that to know folk culture, i.e., tradition of a country is essential

for a nation-building.

Because these traditions of folk songs, folk poetry and folk

dances of a country bind the people by the thread of

togetherness and pride. They give the feeling of culturally one

united nation. Languages too plays an important role in

developing nationalist sentiment.

After Russian occupation, the Polish language was forced out

of schools in Poland and Russian language was imposed

everywhere. Many members of the clergy in Poland began to

use ‘Polish’ language. The use of Polish came to be seen as a

symbol of the struggle against Russian dominance. Thus, the

language and popular traditions of a country help in the

creation of national identity.

3. Describe the cause of the Silesian Weavers’ uprising. Commenton the viewpoint of the journalist.

Ans. The cause of the Silesian weavers’ uprising was the

cheating of the weavers by the contractors. In 1845, the

weavers raised a revolt against the contractors who used to

supply them raw material to weave textiles in finished form. The

contractors drastically reduced their payments.

The viewpoint of the journalist Wilhelm Wolft for this uprising

was – Weaver’s crowd reached the house of the contractor and

demanded higher wages. They were not treated well, so a

group of the crowd entered the contractors house forcibly and

destroyed the furniture, window panes and plundered it.

This shows that the viewpoint of the journalist was based

against the weavers and in favour of the contractor. On the

other hand, the journalist did not understand the root cause of

the uprising. He did not understand the misery of the weavers.

4. Imagine you are a weaver who saw the events as theyunfolded. Write a report on what you saw.

Ans. I have worked very hard to supply the woven cloth in time,

but received very little payment than what was agreed to by the

contractor. Since other weavers had also got less payment, on

the afternoon of 4th June, I went alongwith my partner and other

weavers to the contractor’s home for asking for better wages for

our weaving.

Our demands were scornfully refused and we were even

threatened that no more work would be given to us if we did not

work at the same rate as what was paid to us.

Some of my fellow weavers got angry at this and

broke the window panes of the contractor’s house,

barged inside and damaged his furniture and

crockery.

Some weavers also broke open his store of woven

cloth and tore it all up. Seeing this, the contractor

ran away from the house with his family to a nearby

village, but there also he did not get shelter.

Next day, the contractor returned with soldiers from

the army, who fired at our group of weavers, killing

eleven of us. I was injured in the leg by a bullet and

now I am nursing my wounds as I write this.

5. (i) Compare the positions on the question ofwomen’s rights voiced by the three writerscited in the text. What do they reveal aboutliberal ideology?

(ii) What values/lesson you have learnt from thegiven statement? [Value Based Question]

Ans.

(i) The liberal politician Carl Welcker, an elected

member of the Frankfurt Parliament, says that

(a) Woman is weaker dependent, timid and

requires the protection of man and her

sphere is the home where she keeps

children and does household duties

such as cooking, washing and cleaning,

etc.

(b) Equality between the sexes of woman

and man would only endanger harmony

and destroy the dignity of the family.

According to Louise Otto-Peters, a political

activist and founder of a woman’s journal and

a feminist political association, men try to

gain freedom and liberty for all.

Actually their untiring efforts are intended for

the welfare of only one half of humanity that is

men. She advocated that liberty can not be

divided among the men and women.

An Anonymous writer says that

It is unjust to discriminate against women on

the basis of gender.The women should not be

deprived of the right to vote while an illiterate

man has given the right to vote.

The above discussion shows that Louise

Otto-Peters and the Anonymous writer

advocate for women’s rights of liberty and

equality but the first writer does not favour

woman’s rights of liberty and equality.

(ii) From the given statement I have learnt the

values like gender equality, and women’s rights.


6. Look at Figure (a). Do you think that the people living inany of these regions thought of themselves as Italians?

Examine Figure (b). Which was the first region to become apart of unified Italy? Which was the last region to join? Inwhich year did the largest number of states join? [HOTS]

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

the North being under the Austrian Habsburgs, the

centre being ruled by, the Pope and the Southern

regions being under the domination of the Bourbon

kings of Spain. Only one state, Sardinia-Piedmont was

ruled by an Italian Princely House.

The Italian language also had not acquired one

common form and had many regional and local

variations.

So, people living in these regions, except

Sardinia-Piedmont, would not have thought of

themselves as Italians.

The first region to become a part of united Italy was

Lombardy (1859). The last region to join was the Papal

State in 1870. The largest number of states joined in

1860.

7. Write a note on [NCERT]

(i) Giuseppe Mazzini

(ii) Count Camillo de Cavour

(iii) The Greek War of Independence

(iv) Frankfurt Parliament

(v) The Role of Women in Nationalist Struggles

Ans.

(i) Giuseppe Mazzini was an Italian revolutionary.

He was born in Genoa in 1807. He was sent into

exile at the age of 24 in 1831 for attempting a

revolution in Liguria. He founded two secret

societies, namely Young Italy and Young Europe.

He inspired the young members of these

societies to involve in revolutionary activities.

Following his ideas and on the model of his secret

societies, more such societies were set up in

Germany, France, Switzerland and Poland.

Austrian Chancellor Duke Matternich once

describe him as ‘the most dangerous energy of

our social order’.

(ii) Count Camillo de Cavour was the Chief Minsiter

of Piedmont. He was neither a democrat nor a

revolutionary. But he led the movement to unify

the regions of Italy. Through tact and diplomacy,

he entered into an alliance with France and

succeded in defeating Austrian forces in 1859.

(iii) The Greek War of Independence was a

successful war waged by Greek revolutionaries

between 1821 to 1832 against the Ottoman

empire. Greek nationalists were influenced by the

idea of Liberal nationalism. They were supported

by the West European countries in this war of

independence. Further, the poets and artists, who

added romanticism to the Greek struggle of

independence, participated in this war against

the Ottoman empire. With the Treaty of

Constantinople in July 1832, Greece was

recognised as an independent nation.


SWITZERLAND

VENETIALOMBARDY

SAVOYSARDINIA PARMA

TUSCANY

SAN MARINO

PAPALSTATE

KINGDOMOF BOTHSICILIES

TUNIS

MONACO

MODENA

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

1858

1858-60

1860

1866

1870

SWITZERLAND

TUNIS

AUSTRIA

1858

Figure (b). Italy after unification.

The map shows the year in which different

regions [seen in Figure (a)]

become part of a unified Italy.

(iv) Frankfurt Parliament The German middle class

decided to vote for an all German National

Assembly in 1848 and 831 persons were elected.

They comprised the National Assembly. The

assembly decided to organise the Parliament at

Frankfurt in the church of St Paul. Thus, on 18th May,

1848, the famous Frankfurt Parliament was

convened.

The assembly decided that the German nation

would be a constitutional monarchy controlled by

Parliament and offered the crown to the Prussian

King, Friedrich Wilhelm IV. But he rejected it and

joined other monarchs to oppose the elected

assembly.

The Parliament also faced strong opposition from the

aristocracy and military as it was dominated by the

middle class who resisted the demands of workers

and artisans. As result of this, the middle class lost

their mass support.

Ultimately, the monarchy and military combined

together with the aristocracy and won over the

Liberal nationalist middle class. This forced the

assembly to disband.

Therefore, the Frankfurt Parliament is famous in

history as a failure of liberalism and a victory of the

monarchy.

(v) Role of Women in Nationalist Struggles Women

played very significant roles in nationalist struggles

all over the world. They actively participated in

movements, faced the tortures of police, stood by

their male counterparts, spread the idea of Liberal

nationalism and also were members of various

revolutionary organisations.

A good example is the French Revolution, in which

men and women participated equally. Even the

concept of Liberty is personified as a woman.

Liberal nationalism proposed the idea of universal

suffrage, leading to women’s active participation in

nationalist movements in Europe. In spite of this,

they were given little or no political rights or right to

vote till the end of the 19th century.

Note This type of questions will not be asked in the

examination, only its one or two sub-parts will be

asked.

8. (i) What steps did the French revolutionaries take tocreate a sense of collective identity among Frenchpeople?

(ii) What values/lesson do you imbibe from the struggleof French Revolutionaries?

[Value Based Question, NCERT]

Ans.

(i) The French revolutionaries took the following steps

to create a sense of collective identity among the

French people—

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

fatherland) and le citoyen (the citizen),

emphasising the concept of a united

community enjoying equal rights under a

Constitution.

(b) They choose a new French flag, the tricolour,

to replace the royal standard.

(c) The Estates General was elected by the body

of active citizens and renamed the National

Assembly.

(d) In the name of the nation, new hymns were

composed, oaths taken and martyrs

commemorated.

(e) They established a centralised administrative

system, which formulated uniform laws for all

citizens.

(f) They adopted a uniform system of weights

and measures.

(g) All internal custom duties were abolished.

(h) They promoted the French language, as

spoken and written in Paris and discouraged

regional dialects.

(i) They declared that it was the mission and

destiny of the French nation to liberate

people of Europe from despotism. What is

meant was that they would help other people

of Europe to become nation-states like them.

(ii) From the struggle of French Revolutionaries I have

learnt, the values of patriotism and nationhood.

9. What changes did Napoleon introduce to make theadministrative system more efficient in the territoriesruled by him? [NCERT]

Ans. Napoleon introduced the following changes to

make the administrative system more efficient in the

areas ruled by him

(i) He established Civil Code of 1804, also known as

the Napoleonic Code. This did away with all

privileges based on birth. It established equality

before law and secured the right to property.

(ii) He simplified administrative divisions, abolished

the feudal system and freed peasants from

serfdom and manorial dues.

(iii) In towns, guild systems were removed. Transport

and communication systems were improved.

Due to the above measures, peasants, artisans,

businessmen and workers enjoyed a new found

freedom.

Businessmen and small-scale producers realised

that uniform laws, a common currency and

standardised weights and measures would

facilitate movement and exchange of goods

between regions.


10. Briefly trace the process of German unification.[NCERT]

Ans. The Frankfurt Parliament, which was convented in

1848, was the first major step taken towards the unification

of German states.

But these liberal initiatives of nation building were

repressed by the monarchy and big landlords of Prussia.

From then Prussia took the initiative to unify Germany.

Otto von Bismarck, the Chief Minister of Prussia, carried

out the process of unification with the help of the Prussian

army and bureaucracy. Bismarck was convinced that the

unification of Germany could be only achieved by the

princes, not by the people.

He wanted to achieve his aim by merging Prussia into

Germany. In 1867, Bismarck became the chancellor of the

North confederation.

Bismarck’s main objective was to unify Germany and was

accomplished by three wars with Austria, Denmark and

France which were fought in a brief period of seven years.

These wars were ended with the victory of Prussia which

helped in compteting the process of German unification.

On 18th January, 1871, in the Royal Palace of Versailles,

the king of Prussia, Kaiser William I was crowned as the

German emperor. It symbolised the birth of a united

Germany.

11. How was the history of nationalism in Britain unlike therest of Europe? [NCERT]

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

century. Different ethnic groups of people were there in

the British Isles, such as English, Welsh, Scot and Irish.

Each of these ethnic groups had its own cultural and

political traditions. Nationalism in Britain was not the result

of a sudden upheaval or revolution. It was due to a long

drawn process.

The English nation possessed the other three nations of

the islands through a steady growth in property, wealth

and power. Besides this, the English language, British

Flag and National Anthem were promoted as national

symbols to identify the nationality of the nation.

The British Parliament became the chief instrument to

curb the power the monarchy in 1688 through a bloodless

revolution. The Act of Union (1707) between England and

Scotland formed the United Kingdom of Great Britain.

With the advent of English power, the English removed

the cultural, political institutions of Scotland forcefully

and the Scots were banned from speaking the Gaelic

language and put on their national dress.

There were two classes of the people in Ireland;

Catholics and Protestants. The English liked the

Protestants in comparison to Catholics.

The English with the help of the Protestants supressed

the Catholics and forcibly united Ireland with the United

Kingdom in 1801.

The symbols of the new Britain–the National Flag (Union

Jack), the National Anthem (God Save our Noble King)

and the English language were actively promoted.

Scotland and Ireland became the subordinate partners

of the United Kingdom.

12. Why did nationalist tensions emerge in the Balkans?[NCERT]

Ans. Nationalist tension emerged in the Balkans

because the Balkan states were aspiring for nationalism.

The Balkans was a region comprising modern day

Romania, Bulgaria, Albania, Greece, Macedonia,

Croatia, Bosnia-Herzegovina, Slovenia, Serbia and

Montenegro and their inhabitants were called Slavs. The

major portion of the Balkans was under the Ottoman

empire.

All through the 19th century, the Ottoman empire

attempted to remove the internal backwardness of the

state and its people by adopting modern techniques, but

could not succeed.

There was jealousy among the Balkans states and each

hoped to expand the boundaries to their land. The

ideology of Europe was changed during this period and

liberal democratic feelings became a narrow creed with

limited ends.

There were intolerance towards each other and they

were always ready to fight a war. The European powers,

Russia, Germany, Austria, Hungary and Britain were also

interested to further their own imperialism.

During this period, these European powers were

involved in an intense struggle over trade, colonies and

naval and military might. Each power was keen on

countering the hold of the other powers and extending its

own control over the area. This led to a series of wars in

the region and finally the First World War.


Miscellaneous Questions

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

the Vienna Congress.

Ans. Europe – After Vienna Congress

2. With the help of the chart given below identify

the attributes of Veit’s Germania and interpret the

symbolic meaning of the painting.

Meanings of Symbols

Attributes Significance

Broken Chains Being freed

Breastplate with eagle Symbol of the Germanempire-strength



Olive branch around the sword Willingness to make peace

Black, red and gold tricolour Flag of the liberal-nationalists in1848, banned by the Dukes of theGerman states

Rays of the rising Sun Beginning of a new era

In an earlier allegorical rendering of 1836, Veit

had portrayed the Kaiser’s crown at the place

where he has now located the broken chain.

Explain the significance of this change.

Ans. The symbolic meaning of the painting is that the

German nation has emerged. The female figure of

Germania is an allegory of the German nation. All the

attributes of the German nation can be seen in the

painting as given in the chart.

The replacement of the Kaiser’s crown with the broken

chain signifies that the German nation is now free from

autocratic monarchical rule.

3. Describe what you see in figure below What

historical events could Hubner be referring to in

this allegorical vision of the nation?[HOTS] [NCERT]

Ans. The painter depicted Germania as a fallen

woman with the crown and stick thrown aside because

German people’s hopes to be united under one

monarch (King Friedrich Wilhelm IV) were dashed as

he rejected their demand in 1848.

The artist, Julius Hubner, depicted Germania in a

forlorn state due to this rejection by the king. It

symbolised the loss of hope. The crown and stick are

symbols of the monarchy, which have been cast

aside.

4. Look at the picture given below Imagine you were

a citizen of Frankfurt in March 1848 and were

present during the proceedings of the Parliament.

How would you (i) as a man seated in the hall of

deputies, and (ii) as a woman observing from the

galleries, relate to the banner of Germania

hanging from the ceiling?


ICELAND(DENMARK)

NORWAY(SWEDEN)

SWEDEN

WALES

FRANCE

SPAIN

PO

RTU

GA

L

MOROCCOALGERIA

TUNIS

EGYPT

SYRIA

ARMENIA

CRETE

BULGARIA

ROMANIA

SERBIA

HUNGARY

AUSTRIAN EMPIREAUSTRIA

GALICIA

PRUSSIA

POLAND

RUSSIAN EMPIRE

GEORGIA

MEDITERRANEAN SEA

ATLANTIC SEA

SCOTLAND

IRELANDBRITAINGREAT

ENGLAND

NETHERLANDS

HABOVER(G.B.)

BAVARIA

SWITZERLAND

SMALLSTATES

CORSICA

SARDINIAKINGDOMOF THE

SICILIESTWO

GREECE

CYPRUS

OTTOMAN EMPIRE PE

RS

IA

MESOPOTAMIA

PALESTINE

DENMARK

The Frankfurt Parliament in the

Church of St Paul. Notice the women in

the upper left gallery.

Ans.

(i) As a man seated in the hall of deputies, I

would relate positively to the banner of

Germania, as I would feel all that it

symbolised was coming true.

(ii) As a woman observing from the galleries, I

would consider the banner to depict the

truth only partially. Women had

participated with men equally in the

struggle for constitutionalism with national

unification, but they were denied suffrage

rights during elections to the National

Assembly. Women were only admitted to

the assembly as passive citizens and

observers.

5. Through a focus on any two countries,

explain how nations developed over the 19th

century. [NCERT]

Ans. We will focus on the development of the

German and Italian nation states in the 19th

century, considering the following points

(i) Political Fragmentation Till the middle of

the 19th century, the present-day states of

Germany and Italy were fragmented into

separate regions and kingdoms ruled by

different princely houses.

(ii) Revolutionary Uprisings 19th century

Europe was characterised by both popular

uprisings of the masses and revolutions

led by the educated and liberal middle

classes.

In the case of the German people, the

middle classes belonging to different

German regions came together to form an

all German National Assembly in 1848.

However, on facing opposition from the

aristocracy and military and on losing its

mass support base, it was forced to

disband.

In the Italian region, during the 1830s,

revolutionaries like Giuseppe Mazzini tried

to establish an Italian Republic. However,

the revolutionary uprisings of 1831 and

1848 failed to unite Italy.

(iii) Unification with the Help of the Army After

the failure of the revolutions, the process of

unification was pursued by the aristocracy and the

army in both these nations.

Germany was united by the Prussian Chief Minister

Otto von Bismarck with the help of the Prussian army

and bureaucracy. Finally, the German empire was

proclaimed in 1871.

The Italian state of Sardinia-Piedmont played the role

of uniting Italy, similar to that played by Prussia in the

case of Germany. Count Camillo de Cavour (the Chief

Minister of Sardinia-Piedmont) led the movement to

unite the separate states of 19th century Italy with the

help of the army and an alliance with France.

The regions annexed by Giuseppe Garibaldi and his

Red Shirts joined with the Northern regions to form a

united Italy in 1861. The Papal states joined it in 1870.

6. Describe the caricature. How does it represent the

relationship between Bismarck and the elected

deputies of Parliament? What interpretation of

democratic processes is the artist trying to convey?[NCERT]

Ans. The caricature depicts Bismarck, chancellor of

Germany as holding a whip (signifying that he is a ruthless

man ruling with an iron hand) while leading the Parliament.

The deputies who were elected are afraid of him and so are

hiding under their tables. The caricature depicts the

dominance of Bismarck over the deputies and how he

despised liberalism and parliamentary assemblies.

The artist is trying to convey that the democratic system in a

funny way in which democracy exists only for the sake of

name. In reality it is one man’s i.e., Bismarck’s autocracy

that exists in Parliament.


Caricature of Otto von Bismarck in the German Reichstag

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

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

Utopian vision?

Ans. Utopian vision means that it is depicting

something idealistic. The French artist Frederic

Sorrieu was visualising a dream of a world made up of

nations (all of them did not exits as nations at the time

that these prints were made). He had showed the

German people with a common flag, although actually

they were a number of different states at that time. So it

is an idealistic or Utopian vision. On the earth in

foreground of the image lie the shattered remains of

the symbols of absolutist institutions.

8. The artist has portrayed Garibaldi as holding on to

the base of the boot, so that the King of

Sardinia-Piedmont can enter it from the top. Look

at the map of Italy once more. What statement is

this caricature making?[NCERT]

Ans. The base of the boot symbolises the kingdom of

the Two Sicilies, which lay in the Southernmost part of

the Italian peninsula. Garibaldi had won this Kingdom

and handed it over to King Victor Emmanuel II. This

cartoon signifies the unification of Italy and Garibaldi’s

role in it.

9. Match the term given in Column A with suitable

explanations in Column B

A B

1. Absolutist (i) Vision of society which is too ideal to befulfilled.

2. Utopian (ii) A customs union formed by Prussia.

3. Nation-State (iii) A region in Europe comprising manyethnic groups.

4. Balkans (iv) Authoritarian rule or governmentwithout restraint.

5. Zollverein (v) A state having people with a sense ofcommon identity and shared history.

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

10. The Civil Code of 1804 of France is generally

known with which name?

Ans. The Civil Code of 1804 of France is generally

known as the Napoleonic Code.

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

my name in Column B.

A (I am) B (My name)

(i) The king of Piedmont and Sardinia. I helpedin the unification of Italy.

(ii) A French emperor. I introduced a Code in1804.

(iii) The Austrian Chancellor considers Mazzinias the most dangerous enemy to our socialorder.

(iv) The founder of a Secret Society, ‘YoungItaly’. I inspired the youth to work towardsunification.

(v) The Chief Minister of Prussia and was thearchitect for the procedure of unification ofGermany.

Ans.

(i) Victor Emmanuel II, (ii) Napoleon Bonaparte,

(iii) Klemens von Metternich, (iv) Giuseppe Mazzini,

(v) Otto von Bismarck


Garibaldi helping King Victor Emmanuel II

Sardinia-Piedmont to pull on boot named ‘Italy’. English

caricature of 1859.

The Dream of Worldwide Democratic and Social

Republics. The Pact Between Nations, a print prepared by

Frederic Sorrieu, in 1848.

A. Multiple Choice Questions

1. The Treaty of Vienna signed in 1815

(a) set up a new Parliament in Austria

(b) introduced democracy in Austria and Prussia

(c) brought the conservative regimes back to power

(d) destroyed the conservative power of Europe.

2. Who was Frederic Sorrieu?

(a) Philosopher

(b) Writer

(c) Economist

(d) Artist

3. ‘When France snezzes, the rest of Europe catches

cold’. Who said these words?

(a) Metternich

(b) Lenin

(c) Napoleon

(d) Rousseau

4. Germany was unified in

(a) 1871 (b) 1872 (c) 1996 (d) 1998

5. Romanticism refers to a

(a) religious movement

(b) cultural movement

(c) political movement

(d) literary movement

B. Short Answer Type Questions

1. What do you mean by nationalism? Mention some

factors which give rise to nationalism.

2. What was the spirit of conservatism?

3. Explain any three features of Napoleonic code.

C. Long Answer Type Questions

1. Explain any four provisions of the Napoleonic Code

of 1804.

2. Describe any four features of the Vienna Treaty of

1815 in brief.


12. Much of the Balkans was under ____ rule

throughout the early modern period.

(British/ Ottoman).

Ans. Ottoman

13. The Byzantine empire was the Greek-speaking

Eastern Roman empire during the ____.

(a) Ancient period

(b) Middle ages

(c) Modern period

(d) Roman period

Ans. (b)

14. What does la partie mean?

Ans. The fatherland

15. In which year Treaty of Vienna signed?

Ans. In 1815, the Treaty of Vienna signed.

16. What did ‘German sword’ stand for?

Ans. It stands for readiness to fight.

17. Which country is known as the cradle of

civilisation?

Ans. Greece is known as the cradle of civilisation.

18. Who was the first Prime Minister of Italy?

Ans. Cavour was the first Prime Minister of Italy.

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

tariff barriers/to reunite Germany).

Ans. To abolish tariff barriers

20. Who was Johann Gottfried Herder?

Ans. Herder was a German philosopher who claimed

that true German culture was to be discovered among

the common people.

Checkyour

ACTIVITY Time

Assessment

Activities

3 Activity 1

Topic

Study the cartoon ‘The club of Thinkers’ and answer the following questions(i) Why do you think ‘muzzles’ were being distributed to the members?

(ii) In what kind of regime would such a practice be adopted?

(iii) Based on your understanding of the present day world, identify some countries where thissituation may still prevail.

Learning Outcomes

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

Hint

(i) The caricaturist is depicting the club of liberal nationalists which dates back to 1820. The board on the picturesuggests that to stop the temptation of speech, muzzles are distributed among the members.

(ii) Conservative regimes were set up in 1815. These regimes were autocratic. They were not ready to tolerate criticismand dissent. They curbed all the actions which put a question mark on the legitimacy of autocratic governments.Most of the regimes had imposed censorship law to have control over freedom of the press and over books, playsand songs motivating the ideas of liberty.

(iii) In some middle East countries like Saudi Arabia, Yemen, Iran this situation may still prevail.

3 Activity 2

Topic

Comparative Study of the Two Paintings ofGermania.

(i) Germania, Philip Veit, in 1848.

The artist prepared this painting ofGermania on a cotton banner, as it wasmeant to hang from the ceiling of theChurch of St Paul where the FrankfurtParliament was convened in March,1848.

(ii) The Fallen Germania, Julius Hubner,in 1850.

Study the paintings of Germania by the twodifferent artists. What are the differencesbetween the Figure A and Figure B? Analysethe reasons for this difference inperception.

Hint

(i) In the 18th and 19th century nations are portrayed as femalefigures by the artists. The female figure became an allegory ofthe nation. Germania was the allegory of the German nation.Germania wore a crown of oak leaves, as the German oak wasthe symbol of heroism. The first picture depicted this.

(ii) In the second picture Germania had fallen down in the front ofKaiser’s crown and stick. This symbolises that NationalAssembly of all German’s that began at the church of St Paul asFrankfurt Parliament had failed.

3 Activity 3

Topic

Study the picture given below and identify thedifferent symbols depicted in this picture. List thesymbols and explain the attributes of each.

Ans.

Meanings of the Symbols

Attribute Significance

Broken chains Being freed

Breastplate with eagle Symbol of the Germanempire-strength



Olive branch around the sword Willingness to make peace.

Black, red and gold tricolour Flag of the liberal - nationalists in1848, banned by the Dukes of theGerman states.

Rays of the rising sun Beginning of a new era

Figure A

Figure B

3 Activity 4

Topic

The student uses imagination and critical thinking skill.(Most of the time, though students have a certain viewof what they see around, they seek acceptance inclassroom by writing/giving ‘accepted’ answer. But theycontinue to hold their own opinions in the world outsideclassroom. They should know that it is ‘accepted’ tovoice their opinions).

Learning Outcomes

This activity enables the student to use imagination andexpress individual opinion, learn to accept other point ofview and develop the skill of creative writing.

The student should write on the following■ What is a national costume? Is there a national

costume for women and men in India? Whataccording to you could be Indian national costume/s?

■ What is the significance of a flag? If you were toexplain about Indian flag to a tourist, how would youdo it?

Assessment Criteria■ Clarity of vision ■ Logical presentation original

3 Activity 5

TopicProject Exemplars

■ Collect information about the personification of a countryas ‘motherland’ or ‘fatherland’.

■ Collect the national anthems of a few countries and sharewith your classmates. Compare the content (you could forexample do it for SAARC countries).

■ Compare the map of Europe after the Congress of Vienna(1815) with that of a contemporary Europe map.

Thought provoking questions for individual activity.

After the completion of the chapter, the teacher can use any ofthese thought provoking questions to initiate discussion orinvolve students in interactive sessions(i) You studied about the groups like peasants and

workers in your history chapter on ‘The Rise ofNationalism in Europe’. Are these groups differentfrom those you read in your political science

textbook as ‘Pressure Groups’? Do you knowabout any other similar groups and theirrelevance/significance in contemporary India?

(ii) In the context of example of theevolution/growth of Great Britain as anation-state, do you think that culture andlanguage of Scottish Highlanders and the Irishpeople are not given due respect?

(iii)Do you think having a common language isvery important or significant for a nation asseen in the case of Germany and Italy?

(iv) After reading about the formation of the nationsof Great Britain, Germany and Italy, do youconsider India as a nation state? Give yourreasons. Group work–build on the argumentsgiven for nation formation in the countries givenabove.

(v) Show the Balkans states in any contemporaryEurope map and compare it with Europe mapof late 19th century.

3 Activity 6

Topic

French Revolution and its impact onworld

Learing Objectives

Student will learn about¢ True nature of French Revolution¢ Trace the emergence of nationalism in

Europe

Skill DevelopedCritical skill, creative thinking power ofanalysis and oratory power.

MethodThe students will be divided into fourteams of four members each. From eachteam two members will speak in favourand two will speak against the topic.Each student will speak for threeminutes.

Assessment Criteria■ Presentation of arguments■ Relevance of content matter■ Oratory skill

F193

Documents

Transcript of F193