Extra Questions for
Class 10 Social Science History
Chapter 1 The Rise of
Nationalism in Europe.
Part - 1
Very Short Answer Type Questions [1 Mark]
Question 1.
Name the Treaty of 1832 that recognised Greece as an independent nation.
Answer:
The Treaty of Constantinople (1832) recognised Greece as an independent nation.
Question 2.
Name the event that mobilised nationalist feelings among the educated elite
across Europe in 1830-1848?
Answer:
The event that mobilised nationalist feelings among the educated elite across
Europe in 1830-1848 was the Greek War of Independence.
Question 3.
What was the main aim of the revolutionaries of Europe during the years
following 1815?
Answer:
The main aim of the revolutionaries of Europe during the years following 1815
was to oppose monarchical forms of government, that had been established after
the Congress of Vienna and to fight for liberty and freedom.
Question 4.
Who remarked “When France sneezes, the rest of Europe catches cold”?
Answer:
Duke Metternich, the Austrian Chancellor, remarked “When France sneezes, the
rest of Europe catches cold”.
Question 5.
Who was proclaimed the German Emperor in a ceremony held at Versailles in
January 1871?
Answer:
Kaiser William I of Prussia was proclaimed the German Emperor in a ceremony
held at Versailles in January 1871.
Question 6.
What was the meaning of liberalism in early 19th century in Europe?
Answer:
For the new middle classes, liberalism stood for freedom for the individual and
equality of all before the law. Politically, it emphasised the concept of
government by consent. Economically, liberalism stood for the freedom of
markets and the abolition of state-imposed restrictions on the movement of
goods and capital.
Question 7.
What was main aim of the TVeaty of Vienna of 1815?
Answer:
The Treaty of Vienna of 1815 was signed with the main aim of undoing most of
the changes that had come about in Europe during the Napoleonic wars. It was
signed to re-establish conservative regions in Europe.
Question 8.
What was the strong demand of the emerging middle classes in Europe during 19th
century?
Answer:
Men and women of liberal middle classes combined their demands for
constitutionalism with national unification.
Short Answer Type Questions [3 Marks]
Question 9.
How had the female figures become an allegory of the nation during the 19th
century in Europe? Analyse.
Answer:
In the 19th century in Europe, the female figures became an allegory of the
nation in the following ways.
·
The
artists, in the 18th and 19th centuries in Europe, wanted to represent a
country, as if it was a person. In other words, they wanted to personify the
nation. Nations were represented as female figures. The female form did not
belong to any particular woman in real life. It was an abstract idea, which
gave the nation a concrete form. The female figure became an allegory of a
nation.
·
In
France, the female form was given the name of Marianne, which represented the
nation. Her characteristics were red cap, the tricolour and the cockade, drawn
from those of Liberty and the Republic.
·
Similarly,
Germania became the allegory of the German nation. Germania wears a crown of
oak leaves because oak stands for heroism.
Question 10.
‘The decade of 1830 had brought great economic hardships in Europe’. Support
the statement with arguments.
Answer:
The 1830s were years of great economic hardship in Europe because:
·
The first
half of the nineteenth century saw an increase in population, all over Europe.
There was scarcity of jobs and few employment opportunities.
·
Population
from rural areas migrated to the cities in search of jobs. They lived in
overcrowded slums.
·
Small
producers in towns faced stiff competition from imports of cheap machine goods
from England.
·
In those
parts of Europe where aristocracy was strong and enjoyed enormous powers, the
peasants groaned under the burden of feudal dues and taxation.
·
The rise
of food prices or a year of bad harvest, added to the miseries of the common
man.
Question 11.
Culture had played an important role in the development of nationalism in
Europe during the 18th and 19th centuries. Support the statement with examples.
Answer:
Culture played an important role in creating the idea of a nation in Europe in
the following ways.
·
Art, music,
literature and drama helped to express, shape and strengthen nationalist
sentiments.
·
Romantics
like the German philosopher Johann Gottfried Herder held the view that true
German culture could be discovered only among the common people, the das volk.
·
Glorification
of reason and science was criticised by the romantic artists, rather they
favoured emotions, intuitions and mystical feelings.
·
Language
too boosted nationalism. The Polish people opposed the Russian occupation and
the ban on Polish language, by using it in the Church gathering for all
religious ceremonies and for religious instruction. The Polish language became
a weapon of the nationalists.
·
Two
Germans, Grimm Brothers, used stories and folktales written in German to
promote the German spirit against the domination of the French.
·
Operas
and music, like that of Karol Kurpinski, kept alive the national spirit.
·
Folk
dances like the polonaise and mazurki became national symbols.
Long Answer Type Questions [5 Marks]
Question 12.
Analyse the measures and practices introduced by the French revolutionaries to
create a sense of collective identity amongst the French people.
Answer:
The measures and practices introduced by the French revolutionaries to create a
sense of collective identity among the French people were as follows.
·
The idea
of la patrie (the fatherland) and le citoyen (the citizen) emphasised the idea
of united people 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 active citizens and renamed the National
Assembly.
·
New hymns
were composed, oaths taken and martyrs commemorated in the name of nation.
·
Regional
dialects were discouraged and French, as it was spoken and written in Paris,
became the common language of the nation.
·
A
centralised administrative system was put in practice 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.
Question 13.
Napoleon had destroyed democracy in France, but in the administrative field he
had incorporated revolutionary principles in order to make the whole system
more rational and efficient. Analyse the statement with arguments.
Answer:
Napoleon declared himself the emperor of France and destroyed democracy. In the
administrative field, he incorporated revolutionary principles, which were as
follows.
·
The Civil
Code of 1804, also known as Napoleonic Code, abolished all the privileges based
on birth, established equality before the law and gave the right to property.
·
The code
which was introduced in the regions under French control, like Italy, Germany,
Switzerland, simplified administrative divisions, abolished the feudal system
and freed peasants from serfdom and manorial dues,
·
In towns
guild restrictions came to an end.
·
Uniform
weights and measures were adopted. A common national currency helped in the
movement of goods and capital from one region to another.
·
Transport
and communication systems were improved.
Question 14.
‘Nationalism no longer retained its idealistic liberal democratic sentiments by
the last quarter of the 19th century in Europe’. Analyse the statement with
examples.
Answer:
·
Towards
the end of the 19th century, nationalism became a narrow belief with inadequate
ends.
·
This
period saw nationalist groups becoming increasingly prejudiced of each other
and ready to wage a war at the slightest of the pretext.
·
Nationalism
was now identified with increasing one’s sphere of influence, by establishing
control over more territories. Balkan states became jealous of each other and
entered into a conflict to establish more control and power in the region at
the cost of others.
·
The chief
European authorities saw this as an opportunity and manipulated the nationalist
desires of the subject peoples. ‘
·
European
powers were keen on countering the hold of other powers over the Balkans. They
did nothing serious to solve the Balkan issue rather watched the situation to
turn fruitful for them.The most severe tensions emerge after 1871, leading to a
series of wars and ultimately led to the First World War in 1914.
2015
Very Short Answer Type Questions [1 Mark]
Question 15.
What was the major change that occurred in the political and constitutional
scenario due to French Revolution in Europe?
Answer:
Major political and constitutional change that occurred after the French
Revolution of 1789 was the end of the rule of absolute monarch and transfer of
sovereignty from the monarchy to a body of French citizens.
Question 16.
What was the main aim of the French revolutionaries?
Answer:
The main aim of the French Revolutionaries was to transfer sovereignty from the
monarchy to a body of French citizens and to create a sense of collective
identity amongst the French people.
Question 17.
What was the major issue taken up by the liberal nationalists?
Answer:
The major issue taken up by the liberal nationalists was the freedom of press.
Short Answer Type Questions [3 Marks]
Question 18.
How did nationalism develop through culture in Europe? Explain.
Answer:
Refer to answer 11
Question 19.
How did a wave of economic nationalism strengthen the wider nationalist
sentiments growing in Europe? Explain.
Answer:
A wave of economic nationalism strengthened wider nationalist sentiments
growing in Europe with:
(a) the demands of new commercial classes for a unified economic province for
unconstrained transfer of commodities, people and funds.
(b) the formation of the zollverein in 1834.
(c) the elimination of tariff barriers by the union.
(d) the reduction in the number of currencies from over thirty to two.
(e) the formation of a network of railways that further helped mobility and
connected economic interests to national unification.
Question 20.
Describe the events of French Revolution which had influenced the people
belonging to other parts of Europe.
Answer:
Events of French Revolution that influenced the people of other parts of Europe
were as follows.
(a) When the news of the French Revolution reached different cities of Europe,
students and other members of educated middle classes began to set up Jacobin
clubs which influenced the French army.
(b) The French armies began to carry the idea of nationalism abroad.
(c) The Napoleonic Code, introduced in 1804, abolishing privileges and
upholding equality and other reforms, exported these new ideas to the European
regions under French Control
Long Answer Type Questions [5 Marks]
Question 21.
Describe the process of unification of Germany.
Answer:
The Process of unification of Germany:
·
By 1848,
the popular effort of political associations failed in installing a
constitutional monarchy in Germany.
·
The
Failure of Frankfurt Parliament made it clear that German unification had to
come through the combined effort of monarchy and army supported by large
landowners.
·
From
1848, Prussia took on the leadership of the movement of national unification.
·
In this
process Otto von Bismarck, the Chief Minister of Prussia, proved to be the main
architect.
·
Bismarck
reached his goal with the help of Prussian army and the bureaucracy. He fought
three wars in seven years with Austria, Denmark and France which ended in
Prussian victory and completed the process of German unification.
Question 22.
“Nationalism spreads when people begin to believe that they are all part of the
same nation.” Support the statement.
Answer:
The term nationalism refers to the feeling of oneness based on common heritage
and common identity and a sense of belonging to one’s nation.
·
The
spirit of nationalism can spread and develop only when people discover some
bond or unity that binds them together.
·
The sense
of collective belonging develops through the experience of united struggles.
·
There are
a variety of cultural process through which nationalism captures people’s
imagination.
·
History
and fiction, folklore and songs, popular prints and symbols, all play a role in
the spread of nationalism.
·
Any image
or symbol that is identified as nation is also recognised as a bond and help in
the spread of nationlism.
Question 23.
Describe the process of unification of Italy.
Answer:
During the middle of the 19th century, Italy was divided into seven states, of
which only Sardinia-Piedmont was ruled by Italian princely house.
·
Mazzini,
a great revolutionary leader of Italy, inspired the youth with the ideas of
establishing a single unified Italy. He set up secret societies like Young
Italy in Marseilles and Young Europe in Berne with like-minded young men from
Poland, France, Italy and German states.
·
Mazzini
prepared the ground for Cavour to complete the process of unification.
·
After a
series of failures of Mazzini, King Victor Emmanuel II took to unifying Italy
through wars.
·
Cavour,
the Chief Minister, through his tactful diplomatic alliance with France,
defeated Austrian forces in 1859.
·
Under the
leadership of Giuseppe Garibaldi, armed volunteers marched into South Italy in
1860 along with the Kingdom of two Sicilies and won the support of local
peasants and drove the Spanish away, thus unifying Italy in 1861. Victor
Emmanuel II was made the King of united Italy.
Question 24.
Describe the process of unification of Britain.
Answer:
In Britain the formation of a nation-state was not the result of a sudden
upheaval, revolution or national struggle but of a long drawn out parliamentary
process. England had people of many ethnic groups such as English, Welsh, Scot and
Irish with their own cultural and political traditions. The English nation
steadily grew in importance, wealth and power and extended her influence over
other nations of the island.
The British Parliament, which had seized power from the monarchy in 1688, was
the instrument through which a nation-state, with England at the centre, came
to be forged.
The Act of Union of 1707 between England and Scotland resulted in the formation
of United Kingdom of Great Britain.
Ireland, after a prolonged conflict between Irish Catholics and British
Protestants, was forcibly incorporated into the United Kingdom in 1801. The
symbols of the new Britain—the British flag (Union Jack), the national anthem
and the English language—were actively promoted.
Question 25.
Describe any five steps taken by the French Revolutionaries to create a sense
of collective identity among the French people.
Answer:
Refer to answer 12
Question 26.
“The idealistic liberal-democratic sentiment of nationalism in the first half
of the nineteenth century became a narrow creed with limited ends.” Examine the
statement.
Answer:
Refer to answer 14
2014
Short Answer Type Questions [3 Marks]
Question 27.
How did the local people in the areas conquered by Napoleon react to French
rule? Explain.
Answer:
·
The
reactions of the local populations to French rule were mixed. Although the
economic reforms introduced by Napoleon were welcomed by businessmen and small
producers of goods.
·
Initially
the French armies were welcomed in Holland, Switzerland and in cities like
Brussels, as messenger of liberty, but they soon realised that administrative
reforms did not go hand in hand with political freedom.
·
The
people reacted against increased taxation and censorship.
·
Local
people had to serve in the French army to conquer other parts of
Europe, these all seemed to outweigh the advantages of administrative changes.
Question 28.
Explain the conditions that were viewed as obstacles to the economic exchange
and growth by the new commercial classes during the 19th century in Europe.
Answer:
The conditions that were viewed as obstacles to the economic exchange and
growth by the new commercial classes during the 19th century in Europe were:
·
There
were many states imposed restrictions on the movement of goods, capital and
people.
·
Each
confideration had its own system of weights and measures that involved
time-consuming calculations.
·
Because
of countless principalities, there were many check posts where custom duties
were paid by the merchants. It resulted in price rise and delay in supply.
Question 29.
What were Jacobin Clubs? How did their activities and campaigns help to spread
the idea of nationalism abroad? Explain.
Answer:
Jacobin clubs were the political clubs that were set up by educated middle
class in all over Europe to replace autocratic regimes in Europe with
democratic governments. They were inspired by the events in France.
·
The
activities and campaigns of these clubs paved the way for the French armies
which moved into Holland, Belgium and Switzerland and much of Italy in 1790.
·
With the
outbreak of revolutionary wars, the French armies carried the ideas of
nationalism in foreign countries.
Long Answer Type Questions (5 Marks]
Question 30.
Explain any five social and administrative reforms introduced by Napoleon in
the regions under his control.
Answer:
Refer to answer 13
Question 31.
How had revolutionaries spread their ideas in many European states after 1815.
Explain with examples.
Answer:
·
After the
Congress of Vienna in 1815 when conservative regimes were restored to power,
many liberal minded people went underground because of the fear of repression.
Secret societies sprang up in European states to train the revolutionaries and
spread their ideas.
·
Many
revolutionaries opposed monarchial rule and fought for liberty and freedom of
their respective states.
·
One such
revolutionary was Giuseppe Mazzini, an Italian patriot, was sent to exile in
1831 for attempting a revolution in Liguria. He became the member of a secret
society carbonari.
·
He
founded two underground socities, first Young Italy in Marseilles and the other
Young Europe in Berne. The society had members from Poland, France, Italy,
Germany, etc. The members believed in the formation of nation states and they
were liberal minded people.
·
Following
the example of Italy, secret societies were set up in Germany, France
Switzerland, Poland. Mazzini’s vision of democratic republics frightened the
conservatives.
Question 32.
“Culture played an important role in creating the idea of the nation in
Europe.”Support the statement with examples.
Answer:
Refer to answer 11
2013
Short Answer Type Questions [3 Marks]
Question 33.
Explain the process of unification of Italy.
Answer:
Refer to answer 23
Question 34.
Explain the process of unification of Germany.
Answer:
Refer to answer 21
Question 35.
How had Britain come into existence?
Answer:
Refer to answer 14
Question 36.
Why was the decade of 1830s known as great economic hardships in Europe?
Explain any three reasons.
Answer:
Refer to answer 10
Question 37.
Name the female allegory, which was invented by artists in the 19th century to
represent the nation of France. Explain any two features of it.
Answer:
The name of the allegory, to represent the nation of France was Marianne. The
following were its features:
·
It
underlined the idea of a people’s nation.
·
Her
characteristics were drawn from liberty and republic.
Long Answer Type Questions [5 Marks]
Question 38.
How did culture play an important role in creating the idea of the nationalism
in Europe? Explain with examples.
Answer:
Refer to answer 11
Question 39.
Describe the role of culture in shaping the feelings of nationalism in Europe
from 1830 to the end of 19th Century.
Answer:
Refer to answer 11
Question 40.
How did Balkans become the most serious source of nationalist tension in Europe
after 1871? Explain with examples.
Answer:
Balkan become the most serious source of nationalist tension in Europe after
1871 because of the following reasons:
·
It was a
region consisting of multi-nationalities including modem day Romania, Bulgaria,
Albania, Greece etc. It was under the control of Ottoman Empire.
·
There
arouse internal conflicts among the different nationalities and they voiced
protest to assert their independence.
·
The
romantic sentiments made the people understand that they were subjugated by a
foreign power.
·
The
Balkan states were fiercely jealous of each other and they wanted to gain more
territories at the cost of others.
·
Other big
European powers like Russia, Germany, England, etc. were keen on controlling
the hold of other powers over the Balkans. They too had their imperialistic
ambitions on Balkans.
This made the situation in Balkans worse and led to First World War in 1914.
2012
Short Answer Type Questions [3 Marks]
Question 41.
Describe the process of unification of Germany.
Answer:
Refer to answer 21
Question 42.
Describe the process of unification of Italy.
Answer:
Refer to answer 23
Question 43.
Describe the impact of the ‘Revolution of Liberals’ of 1848 in Europe.
Answer:
The Revolution of the Liberals in 1848 was led by the educated middle classes.
The impact of the Revolution was:
·
In
France, it brought about the abdication of monarch and a republic based on the
principles of universal male suffrage was set up.
·
Germany,
Poland, Italy, Austro-Hungarian Empire did not exist as independent nation states.
Men and women of liberal middle classes combined their demands for
constitutionalism and national unification. They wanted a nation state on
parliamentary principles—a constitution, freedom of the press and freedom of
association.
·
In the
German regions, middle class professionals, businessmen and rich artisans came
to the city of Frankfurt to vote for an all-German National Assembly. The
Frankfurt Assembly was convened, they drafted a constitution, headed by a
monarchy subject to the crown. However, the king Friedrich Wilhelm-IV of
Prussia refused to accept the crown.
Long Answer Type Questions [4\5 Marks]
Question 44.
“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”. Support the statement.
Answer:
Refer to answer 13
Question 45.
Describe any four measures which were introduced by the French revolutionaries
to create a sense of collective identity amongst the French people.
Answer:
Refer to answer 12
Question 46.
‘The 1830s were years of great economic hardship in Europe.’ Support the
statement with four examples.
Answer:
Refer to answer 10
2011
Short Answer Type Questions [3 Marks]
Question 47.
Explain any three beliefs of the conservatism that emerged after 1815.
Answer:
Following were the beliefs of conservatism that emerged after 1815:
·
The
conservatives held the belief that established, traditional institutions of
state and society like monarchy, church, social hierarchies, property and
family must be protected and preserved.
·
They
never proposed a pre-revolutionary period to return to but they knew that as
Napoleon had carried out changes, modernisation would in fact contribute to a
strong monarchy. They believed that it would strengthen power of the state and
make it much more effective.
·
For them
it was a firm belief that aristocratic monarchies of Europe would gain much
from a modern army, an efficient bureaucracy, a dynamic economy, the abolition
of feudalism and serfdom. ‘
Question 48.
Explain any four economic hardships that Europe faced in the 1830s.
Answer:
Refer to answer 10
Question 49.
Describe any three reforms introduced by Napoleon in the territories he
conquered.
Answer:
Refer to answer 13
Question 50.
Explain the contribution of Otto von Bismarck in German unification.
Answer:
Otto von Bismarck was the chief architect of German unification. He carried out
the process with the help of Prussian army and bureaucracy. He helped in
infusing nationalism in the mind of the masses. Three wars for over seven years
were fought to seek the German nation and defeat of Austria, Denmark and
France. Bismarck initiated in proclaiming the new German nation under Kaiser
William I of Prussia, thus completing the process of German unification.
Question 51.
Explain any three ways in which nationalists feelings were kept alive in Poland
in the 18th and 19th century.
Answer:
Polish people used their culture in a big way. They strived hard to keep their
national identity. Nationalist feelings were kept alive in Poland in the
following ways:
·
They used
music to keep their unity and identity. Karol Kurpinski raised the national
struggle by staging his Polish operas and music.
·
Traditional
dance forms of Poland polonaise and mazurka became their national symbols.
·
In the
regions occupied by the Russia, Polish people used their language to develop
nationalist feelings. It was used as a weapon of national resistance in Church
gatherings and religious instructions.
Question 52.
Explain any three causes of conflict in the ‘Balkan area’ after 1871.
Answer:
The Balkans comprised of modern-day Romania, Bulgaria, Albania, Greece,
Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia, and Montenegro. A
large part of this region was under the control of the Ottoman Empire. This was
a region of great geographical and ethnic variation and its inhabitants were
known as Slavs.
The following were the main causes of the. conflict in the Balkan area after
1871:
·
The
feelings of nationalism of these countries were in conflict with one another.
They were fiercely jealous of each other and struggle to define their identity.
They were extremely intolerant of one another.
·
The
disintegration of Ottoman Empire which had throughout the 19th centuries tried
to strengthen itself through modernisation and reforms.
·
The
breaking away of each of these nationalist group one by one from control of the
Ottoman Empire was the another cause of conflict. They declared themselves as
independent with political rights on the basis of the history. They proved that
once they had been independent but were subsequently subjugated by foreign
powers.
·
Each of
these counties attempted to gain more territory at the expense of the others.
·
The
Balkans became a scene of big power of rivalry. Major European pofter— Russia,
Germany-England—Austro-Hungary—manipulated nationalist aspirants to complete
their own aims. There was a rivalry between the European powers over trade and
colonies as well as naval and military superiority.
·
There was
a rivalry among the big powers to counter the hold of other powers over the
Balkan region and extending their own control, {any three)
Question 53.
Explain the contribution of Giuseppe Mazzini in spreading revolutionary ideas
in Europe.
Answer:
Italian revolutionary Giuseppe Mazzini was born in Genoa in 1807. He became a
member of the secret society of the Carbonari. At the age of 24, he was sent
into exile in 1831 for attempting a revolution in Liguria. He founded two
underground societies, first, Young Italy in Marseilles and Young Europe in
Berne. The members of the society were drawn from Poland, France, Italy and the
German states.
Mazzini strongly believed that God had intended nations to be the natural units
of mankind. So Italy could not continue to be a patchwork of small states and
kingdoms. It had to be forged into a single unified republic within a wider
alliance of nations. This unification alone could be the basis of Italian
liberty. Following his model, secret societies were set up in Germany, France,
Switzerland and Poland. Mazzini’s relentless opposition to monarchy and his
vision of democratic republics frightened the conservatives. Metternich
described him as ‘the most dangerous enemy of our social order’.
Question 54.
Explain in three points, how Ireland was incorporated into United Kingdom in
1801.
Answer:
Ireland was incorporated into United Kingdom in 1801 in the following ways:
·
Ireland
was deeply divided between Catholics and Protestants. The English helped the
Protestants to establish dominance over the largely Catholic country.
·
Catholics
revolted against this dominance but were suppressed. Wolfe Tone and his United
Irishmen led a revolt but failed.
·
As the
English nation grew in power and influence, Ireland’s distinctive culture and
language was suppressed. The new symbols like British flag, national anthem and
English language was promoted.
Question 55.
Explain any three features of the ‘Nation State’ that emerged in Europe in the
twentieth centuiy.
Answer:
The following were the features of the ‘Nation State’ that emerged in Europe in
the twentieth century:
·
This
period witnessed intense rivalry and group were formed among nations over trade
and colonies as well as naval and military might.
·
Ottoman
Empire had disintegrated and subject nationalities declared their independence.
·
Colonies
waged anti-colonial struggle which led to the independence of these nations.
Question 56.
Explain the process of unification of Germany.
Answer:
Refer to answer 21
Long Answer Type Questions [4\5 Marks]
Question 57.
Explain any four ideas of Liberal Nationalists in the economic
Answer:
Liberal nationalists had the following ideas in the economic sphere:
·
They
wanted the freedom of markets and abolition of state-imposed restrictions on
the movement of goods and capital.
·
They
argued for the creation of unified economic territory.
·
Reduction
of currency disparities and following of uniform weights and measures.
·
Creation
of infrastructure to stimulate mobility and harness economic interests to
national unification.
Question 58.
Explain any four changes brought about in Europe by the Treaty of Vienna(1815)
Answer:
Napoleon was defeated in 1815 by collective European powers i.e. Britain,
Russia, Prussia, and Austria. The representatives of European powers drew up
the Treaty of Vienna at a congress hosted by Austrian Chancellor Duke
Metternich with the objective of undoing the changes that had come about the
Europe during the Napoleonic wars. Following changes were brought about in
Europe by this treaty:
·
The
Bourbon dynasty that was destroyed during the French Revolution was restored.
French lost the territories it has annexed under Napoleon.
·
A series
of states were set up on the boundaries of France to prevent French expansion
in future.
·
The
Netherlands which included Belgium was set up in the north. Genoa was added to
Piedmont in the south.
·
prussia
was given important new territories on its western frontiers. Austria was given
control of northern Italy.
·
The
German confederation of 39 states set up by Napoleon was left untouched. Russia
was given part of Poland and Prussia was given part of Saxony.
·
Monarchy
was restored and a new conservative order was created in Europe.
2010
Very Short Answer Type Questions [1 Mark]
Question 59.
Mention the proclamation of the French Revolution.
Answer:
The French Revolution proclaimed that it was the people who would constitute
the nation and shape its destiny.
Question 60.
Who founded the secret society, ‘Young Italy’ during the 1830s?
Answer:
Giuseppe Mazzini, an Italian revolutionary, founded secret society, ‘Young
Italy’ during the 1830s.
Question 61.
Name the female allegory representing the Republic of France.
Answer:
The female allegory representing the Republic of France is Marianne.
Question 62.
Name the female allegory of the German nation.
Answer:
The female allegory of the German nation is Germania.
Question 63.
What was the result of the first upheaval that took place in France in July
1830?
Answer:
The first upheaval that took place in France in July 1830 resulted in the
overthrowing of the Bourbon kings and installation of a constitutional monarch
with Louis Philippe as its head
Question 64.
64. Explain any three features of Napoleonic Code
Answer:
The following were the features of the Napoleonic Code:
·
Monarchy
was restored after destroying democracy.
·
The
administrative system was made rational and efficient.
·
Administrative
divisions were simplified.
·
Privileges
based on birth were abolished and equality before the law was established.
Question 65.
Explain any three measures introduced by the French revolutionaries to create a
sense of collective identity amongst the French people.
Answer:
Refer to answer 12
Question 66.
“Culture played an important role in creating the idea of the nation in
Europe”. Support the statement with examples.
Answer:
Refer to answer 11
Question 67.
Describe in brief the great economic hardships during the 1830s in Europe.
Answer:
Refer to answer 10
Question 68.
Describe in brief the process by which the ‘British Nation’ came into
existence.
Answer:
Refer to answer 24
Question 69.
Explain the significance of portraying nations as female figures by the
European artists of the 18th and 19th centuries.
Answer:
Refer to answer 9
Part - 2
Long Answer Questions
Question-1
According to Ernst Renan what are the attributes of a nation
Solution:
In a lecture delivered at the University of Sorbonne in 1882, the French
philosopher Ernst Renan (1823-92) outlined his understanding of what makes a
nation. The lecture was subsequently published as a famous essay entitled
‘Qu’est-ce qu’une nation?’ (‘What is a Nation?’).
In this essay Renan criticises the notion suggested by others that a nation is
formed by a common language, race, religion, or territory: ‘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.
A nation never has any real interest in annexing or holding on to a country
against its will. The existence of nations is a good thing, a necessity even.
Their existence is a guarantee of liberty, which would be lost if the world had
only one law and only one master.’
Question-2
Describe the French Revolution.
Solution:
The first clear expression of nationalism came with the French Revolution in
1789. France, as you would remember, was a full-fledged territorial state in
1789 under the rule of an absolute monarch. The political and constitutional
changes that came in the wake of the French Revolution led to the transfer of
sovereignty from the monarchy to a
body of French citizens. The revolution proclaimed that it was the people who
would henceforth constitute the nation and shape its destiny. From the very
beginning, the French revolutionaries introduced various measures and practices
that could create a sense of collective identity amongst the French people. The
ideas of la patrie (the
fatherland) and le citoyen (the citizen) emphasised the notion of a united
community enjoying equal rights under a constitution.
A new French flag, the tricolour, was chosen to replace the former royal
standard. The Estates General was elected by the body of active citizens and
renamed the National Assembly. New hymns were composed, oaths taken and martyrs
commemorated, all in the name of the nation. A centralised administrative
system was put in place and it formulated uniform laws for all citizens within
its territory. Internal customs duties and dues were abolished and a uniform
system of weights and measures was adopted. Regional dialects were discouraged
and French, as it was spoken and written in Paris, became the common language
of the nation.
The revolutionaries further declared that it was the mission and the destiny of
the French nation to liberate the peoples of Europe from despotism, in other
words to help other peoples of Europe to become nations. When the news of the
events in France reached the different cities of Europe, students and other
members of educated middle classes began setting up Jacobin clubs. Their
activities and campaigns prepared the way for the French armies which moved
into Holland, Belgium, Switzerland and much of Italy in the 1790s. With the
outbreak of the revolutionary wars, the French armies began to carry the idea
of nationalism abroad.
Question-3
How did nationalism and the idea of the nation-state emerge?
Solution:
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.
Question-4
What did Liberal Nationalism Stand for?
Solution:
Ideas of national unity in early-nineteenth-century Europe were closely allied
to the ideology of liberalism. The term ‘liberalism’ derives from the Latin
root liber, meaning free. For the new middle classes 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 also stressed the inviolability of private
property. Yet, equality before the law did not necessarily stand for universal
suffrage.
Men without property and all women were excluded from political rights. Only
for a brief period under the Jacobins did all adult males enjoy suffrage.
However, the Napoleonic Code went back to limited suffrage and reduced women to
the status of a minor, subject to the authority of fathers and husbands.
Throughout the nineteenth and early twentieth centuries women and
non-propertied men organised opposition movements demanding equal political
rights.
Question-5
Give a brief note on the Napoleonic code.
Solution:
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.
Question-6
Give two examples to show that in the 18th century Europe there were no nation
states.
Solution:
In the mid-eighteenth-century Europe there were no ‘nation-states’ as we know
them today. The countries such as Germany, Italy and Switzerland, which we know
today were divided into kingdoms, duchies and cantons whose rulers had their
autonomous territories. Eastern and Central Europe were under autocratic
monarchies within the territories of which lived diverse peoples. They did not
see themselves as sharing a collective identity or a common culture. Often,
they even spoke different languages and belonged to different ethnic groups.
The Habsburg Empire that ruled over Austria-Hungary, for example, was a
patchwork of many different regions and peoples. It included the Alpine regions
– the Tyrol, Austria and the Sudetenland – as well as Bohemia, where the
aristocracy was predominantly German-speaking. It also included the
Italian-speaking provinces of Lombardy and Venetia.
In Hungary, half of the population spoke Magyar while the other half spoke a
variety of dialects. In Galicia, the aristocracy spoke Polish. Besides these
three dominant groups, there also lived within the boundaries of the empire, a
mass of subject peasant peoples Bohemians and Slovaks to the north, Slovenes in
Carniola, Croats to the south, and Roumans to the east in Transylvania. Such
differences did not easily promote a sense of political unity. The only tie
binding these diverse groups together was a common allegiance to the emperor.
Question-7
What were the reforms made by Napoleon?
Solution:
Within the wide swathe of territory that came under his control, Napoleon set
about introducing many of the reforms that he had already introduced in France.
Through a return to monarchy Napoleon had, no doubt, destroyed democracy in
France, but in the administrative field he had incorporated revolutionary
principles in order to make the whole system more rational and efficient.
The Civil Code of 1804 – usually known as the Napoleonic Code –did away with
all privileges based on birth, established equality before the law and secured
the right to property. This Code was exported to the regions under French
control. In the Dutch Republic, in Switzerland, in Italy and Germany, Napoleon
simplified administrative divisions, abolished the feudal system and freed
peasants from serfdom and manorial dues. In the towns too, guild restrictions
were removed. Transport and communication systems were improved.
Peasants, artisans, workers and new businessmen enjoyed a new-found freedom. Businessmen
and small-scale producers of goods, in particular, began to realise that
uniform laws, standardised weights and measures, and a common national currency
would facilitate the movement and exchange of goods and capital from one region
to another. However, in the areas conquered, the reactions of the local
populations to French rule were mixed. Initially, in many places such as
Holland and Switzerland, as well as in certain cities like Brussels, Mainz,
Milan and Warsaw, the French armies were welcomed as harbingers of liberty. But
the initial enthusiasm soon turned to hostility, as it became clear that the
new administrative arrangements did not go hand in hand with political freedom.
Increased taxation, censorship, forced conscription into the French armies
required to conquer the rest of Europe, all seemed to outweigh the advantages
of the administrative changes.
Question-8
Why were the Middle class so named?
Solution:
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.
In Western and parts of Central Europe the growth of industrial production and
trade meant the growth of towns and the emergence of commercial classes whose
existence was based on production for the market. Industrialisation began in
England in the second half of the eighteenth century, but in France and parts
of the German states it occurred only during the nineteenth century. In its
wake, new social groups came into being: a working-class population, and middle
classes made up of industrialists, businessmen, professionals. In Central and
Eastern Europe these groups were smaller in number till late nineteenth
century. It was among the educated, liberal middle classes that ideas of
national unity following the abolition of aristocratic privileges gained
popularity.
Question-9
What led to the spread of conservatism in Europe and what were its impacts?
Solution:
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, the abolition of feudalism and
serfdom could strengthen the autocratic monarchies of Europe.
Question-10
What were the highlights of the Treaty of Vienna 1815?
Solution:
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 main highlights were to how the nation could develop
and what economic measures could help forge this nation together.
Question-11
What was the Romantic Imagination about a nation?
Solution:
Romanticism, a cultural movement which sought to develop a particular form of
nationalist sentiment. Romantic artists and poets generally criticised the
glorification of reason and science and focused instead on emotions, intuition
and mystical feelings. Their effort was to create a sense of a shared
collective heritage, a common cultural past, as the basis of a nation.
The emphasis on vernacular language and the collection of local folklore was
not just to recover an ancient national spirit, but also to carry the modern
nationalist message to large audiences who were mostly illiterate.
Question-12
What was the cause of Silesian weavers uprising? Comment on the viewpoint of
the
journalist.
Solution:
In 1845, weavers in Silesia had led a revolt against contractors who supplied
them raw material and gave them orders for finished textiles but drastically
reduced their payments.
The journalist Wilhelm Wolff described the events in a Silesian village as
follows: In these villages (with 18,000 inhabitants) cotton weaving is the most
widespread occupation … The misery of the workers is extreme. The desperate
need for jobs has been taken advantage of by the contractors to reduce the
prices of the goods they
order …
On 4 June at 2 p.m. a large crowd of weavers emerged from their homes and
marched in pairs up to the mansion of their contractor demanding higher wages.
They were treated with scorn and threats alternately. Following this, a group
of them forced their way into the house, smashed its elegant windowpanes,
furniture, porcelain … another group broke into the storehouse and plundered it
of supplies of cloth which they tore to shreds … The contractor fled with his
family to a neighbouring village which, however, refused to shelter such a
person. He returned 24 hours later having requisitioned the army. In the
exchange that followed, eleven weavers were shot.
Question-13
How was nation visualized by artists?
Solution:
Artists in the eighteenth and nineteenth centuries found a way out by
personifying a nation. In other words they represented a country as if it were
a person. Nations were then portrayed as female figures. The female form that
was chosen to personify the nation did not stand for any particular woman in
real life; rather it sought to give
the abstract idea of the nation a concrete form. That is, the female figure
became an allegory of the nation.
Question-14
On what basis the female allegories were given names?
Solution:
Many female allegories were invented by artists in the nineteenth century to
represent the nation. In France she was christened Marianne, a popular
Christian name, which underlined the idea of a people’s nation. Her
characteristics were drawn from those of Liberty and the Republic – the red
cap, the tricolour, the cockade. Statues of Marianne were erected in public
squares to remind the public of the national symbol of unity and to persuade
them to identify with it. Marianne images were marked on coins and stamps.
Similarly, Germania became the allegory of the German nation. In visual
representations, Germania wears a crown of oak leaves, as the German oak stands
for heroism.
Question-15
Describe the rise of imperialism.
Solution:
Nationalism, aligned with imperialism, led Europe to disaster in 1914. But
meanwhile, many countries in the world which had been colonised by the European
powers in the nineteenth century began to oppose imperial domination. The
anti-imperial movements that developed everywhere were nationalist, in the
sense that they all struggled to form independent nation-states, and were
inspired by a sense of collective national unity, forged in confrontation with
imperialism. European ideas of nationalism were nowhere replicated, for people
everywhere developed their own specific variety of nationalism. But the idea
that societies should be organised into ‘nation-states’ came to be accepted as
natural and universal.
Question-16
According to Ernst Renan what are the attributes of a nation?
Solution:
In a lecture delivered at the University of Sorbonne in 1882, the French
philosopher Ernst Renan (1823-92) outlined his understanding of what makes a
nation. The lecture was subsequently published as a famous essay entitled
‘Qu’est-ce qu’une nation?’ (‘What is a Nation?’).
In this essay Renan criticises the notion suggested by others that a nation is
formed by a common language, race, religion, or territory: ‘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.
A nation never has any real interest in annexing or holding on to a country
against its will. The existence of nations is a good thing, a necessity even.
Their existence is a guarantee of liberty, which would be lost if the world had
only one law and only one master.’
Question-17
How did nationalism and the idea of the nation-state emerge?
Solution:
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.
Question-18
What did Liberal Nationalism Stand for?
Solution:
Ideas of national unity in early-nineteenth-century Europe were closely allied
to the ideology of liberalism. The term ‘liberalism’ derives from the Latin
root liber, meaning free. For the new middle classes 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 also stressed the inviolability of private property.
Yet, equality before the law did not necessarily stand for universal suffrage.
Men without property and all women were excluded from political rights. Only
for a brief period under the Jacobins did all adult males enjoy suffrage.
However, the Napoleonic Code went back to limited suffrage and reduced women to
the status of a minor, subject to the authority of fathers and husbands.
Throughout the nineteenth and early twentieth centuries women and
non-propertied men organised opposition movements demanding equal political
rights.
These questions really helped me to solve all my queries and doubts
ReplyDeleteThanks a lot gaurav sir for all this