case study on rise of nationalism in europe

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

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

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

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

How were liberty and equality for women to be defined?

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

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

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

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

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

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

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

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

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

Gender stereotype
Racial stereotype
Gender discrimination
Gender prejudice

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

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

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

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

1. Gender discrimination

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

2. They are frail and dependent.

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

3. It empowers women.

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

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

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

1. Which among the following is true about peasantry?

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

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

Small holdings
Fragmented landholding
Permanent fallow
Expansive tracts

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

French language
Strength of their population
Common occupation
Ties of marriage

1. Numerically a dominant class

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

2. Expansive tracts

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

3. Ties of marriage

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

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

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

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

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

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

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

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

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

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

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

1. Preservation of traditional beliefs in state and society

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

2. To restore conservative regime in Europe

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

3. To re-establish peace and stability in Europe

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

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

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

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Case Study Questions Chapter 1 The Rise of Nationalism in Europe

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

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

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

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

Answer the following MCQs by choosing the most appropriate option.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

(ii) Match the following

Choose the correct option:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Very Short Answer Type Questions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Chapter 1 The Rise of Nationalism in Europe

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

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

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

Short Answer Type Questions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Long Answer Type Questions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Case Study Questions Chapter 1 The Rise of Nationalism in Europe

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The rise of nationalism in Europe: causes, effects, and comparison between Western and Eastern Europe

1st International Conference of the Faculty of Political Science, University of Montenegro

in partnership with Friedrich Ebert Stiftung and Center for Advanced Studies – South East Europe, University of Rijeka

SEE ‘Academia in Dialogue’ Series

Podgorica, 8-9 October 2018

19.00 | Reception dinner for participants

October 8, Day 1

Conference Venue: Rectorate, University of Montenegro

08.45-09.00 | Registration

09.00-09.30 | Welcome address

Ivan Vukovi ć, Program Committee of the Conference, Mayor of Podgorica and Vice-Dean Faculty of Political Science, University of Montenegro

Max Brändle, Director at Friedrich Ebert Stiftung Office to Serbia and Montenegro

Petar Bojani ć , Director of Institute for Philosophy and Social Theory, University of Belgrade and Center for Advanced Studies of Southeast Europe, University of Rijeka

09.30-10.30 | Keynote lecture

Wolfgang Merkel, Wissenschaftszentrum Berlin, Germany, Right-wing Populism and its Challenge to Democracy in Europe

Moderator: Gazela Pudar Drasko , University of Belgrade

10.30-10.45 | Coffee break

10.45-12.00 | Session 1: Nationalist challenges in Southeast Europe

Participants:

Srdjan Radovic , Ethnographic Institute, Belgrade, Serbian Nationalism

Sead Turcalo , University of Sarajevo, Nationalism in Bosnia and Herzegovina

12.00-13.00 | Keynote lecture

Reinhard Heinisch , University of Salzburg, Everybody is a populist now! Myths, errors, and inflationary use of a new phenomenon

Moderator: Nemanja Stankov , University of Montenegro

13.00-15.00 | Lunch break

15.00-16.30 | Session 2: The Rise of the Radical Right in Europe

Vedran Dzihic , oiip, Right-wing populist nationalism: Where and why (South) Eastern Europe and the „West“ come together

Nader Nourbakhsh , University of Tehran: Rise of the Far Right Extremism in Europe: Causes and Consequences

Arianna Piacentini , CAS SEE and University of Milan: Anti-immigrant United States of Europe? The populist representations of European culture and heritage and the South-North divide

16.30-17.00 | Coffee break

17.00-19.00 | Panel discussion Between East and West: Nationalism in Southeast Europe

Wolfgang Merkel, Wissenschaftszentrum Berlin, Germany

Daphne Halikiopoulou , University of Reading, Great Britain

Zsolt Enyedi, Central European University, Budapest, Hungary

Petar Bojani ć, Director of Institute for Philosophy and Social Theory, University of Belgrade and Center for Advanced Studies of Southeast Europe, University of Rijeka

Vedran Džihić, oiip

19.00 | Dinner for participants

October 9, Day 2

09.00-10.00 | Keynote lecture

Zsolt Enyedi, Central European University, Budapest, Hungary: Populist Establishment

Moderator: Milivoj Beslin, University of Belgrade

10.00-11.30 | Session 4 : The Rise of Nationalism in Europe: A Comparative Perspective

Jan Muś , Vistula University, Warsaw: Nationalism as a reply to liberal hegemony. PiS case

Wawrzyniec Konarski , Vistula University (Warsaw): Ethnicity, Nationalism and Politics in Central Europe: Selected Historical Traditions and Current Consequences

Almedina Vukic , University of Montenegro: Losing my region? Nationalism perceived through experience of central governments in the United Kingdom and Spain

11.30-11.45 | Coffee break

11.45-12.45 | Keynote lecture

Daphne Halikiopoulou , University of Reading, Great Britain, What is new and what is nationalist about Europe’s new Nationalism? Explaining the rise of the far right in Europe

12.45-13.00 | Closing remarks

13:00 | Lunch break

After lunch | Excursion: Cruising in Bay of Kotor

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The relationship between liberalism and nationalism has been of particular importance, especially in the 21 st today. Western Europe, particularly nations like Britain, France, Italy, and Germany, which were seen as champions of liberalism, are now hubs for rising nationalist movements. Liberalism and nationalism are often seen as two opposing ideologies. A nationalist government is seldom construed as ‘liberal’ in common parlance. ‘Liberal’ can mean many things. At the simplest level, there is a dichotomy between classical and modern liberalism. When one compares nationalism to liberalism, it is important to see which variant of liberalism is under comparison. The first half of this piece will attempt to compare the civic and ethnic notions of nationalism, predominantly derived from Hans Kohn’s work. The second half will look at the rising dangers of nationalism in Europe and its impact on modern liberalism with the case studies of Britain, Italy, and France.

Civic vs. Ethnic Nationalism: A Study of Hans Kohn

One of the most seminal works in comparing liberalism and nationalism is that of Hans Kohn. [1] He believed that nationalism was a worldwide phenomenon. But its connection to liberalism appeared when he distinguished between two types of nationalism- civic and ethnic. Civic (liberal) nationalism in which people were united by a sense of duty towards liberal values like citizenship, individual rights, universalism, and the rule of law. Kohn saw this as the model of nationalism prevalent in the west. Kohn believed that this notion of western nationalism was “central to liberalism and liberalism, central to it.” [2] As a Zionist, Kohn viewed the Jewish model as ‘messianic,’ a characteristic of liberal nationalism. It was based on morality and a sense of duty towards its people. As a cultural Zionist, Kohn believed that Jewish immigration must happen peacefully and in union with the sentiments of the Palestinians. An overthrow of the Palestinian people would be unacceptable.

On the other hand, ethnic nationalism to Kohn was merely political. Ethnic nationalism was an idea propagated by the East who did not share the ‘liberal’ values of the West but sought to claim their place in a world dominated by the West. [3] In many ways, Kohn’s views can also be seen as imperialist. He believed that the western version of nationalism can be spread to the world as a ‘gift to humankind.’ With his example of World War II, Kohn took his justification a step ahead. He believed that both the Axis and Allied powers had their sense of nationalism. [4] He looked at Fascism as a type of nationalism that was irrational and failed to self-transcend, as opposed to the Allied version of nationalism which was ‘liberal’ and ‘universalist.’

Dangers of Nationalism in Europe: A Shift Away From Liberalism

Rising trends of ethnic nationalism in Europe in the 21 st century are disproving most of Kohn’s assumptions of western nationalism. This section will explore three case studies of Britain, France, and Italy which were once considered to uphold liberal and universal values, but are now seeing a shift to the extreme right.

Although Britain may not technically be under Europe anymore, it still serves as an integral example to look at the resurgence of ethnic nationalism in the West. The English Civil War was the first instance of nationalist thought in Britain. Hans Kohn wrote [5] that although it was not secular nationalism, it still brought an end to the conflict between the Catholics and protestants. He wished for English nationalist qualities like national law, dignity, liberty, and individualism to inspire his cultural Zionist model. Britain’s 1998 Human Rights Act discusses the freedom of religion in the country. [6] For most of the Post WWII era, Britain was (at least on paper), a proponent of civic nationalism. However, Britain today is different.

The consequences of Brexit, in numerous ways, exhibit ethnic nationalist tendencies. Hate crimes against ethnic minorities, border restrictions, and labour market restrictions significantly rose. Individualism, equality before the law, and universalism, all of which are values of civic nationalism, have little meaning now. Britain is now heading towards a direction in which nationalism is not based on shared values, but ethnicity and interests of the native population.

Today, with Rishi Sunak and Suella Braverman taking Britain’s highest offices, its situation is ironic. Braverman, an Indian-origin British citizen, has expressed her concerns over the UK-India trade deal which will result in Indian immigrants ‘overstaying their welcome.’ [7] Her other goal now is the execution of the Conservative Party’s Rwandan asylum plan for Ukrainian refugees. Whether it is immigration or foreign policy, the current Tory leadership is isolationist.

Italy is another fascinating example of a nation that has seen many shifts between civic and ethnic nationalism. Its WWII history was marked by Fascist nationalism and a non-existent sense of personal liberty. It sought to expand its influence throughout Europe. Italy’s fascist regime was autocratic and suppressed any opposing ideology, believing in its ethnonational superiority.

After the war, Italy took a turn and became a democratic republic with religious freedom, liberty, and equality. It was among the highest-performing nations in most global human freedom indices as of 2022. [8] It removed all forms of censorship that existed during the Mussolini regime in the 1948 revision of its constitution. As a part of the EU, it also encouraged free immigration, with almost 10% of the population coming from immigrant backgrounds. [9] Although it hasn’t experienced as much of a change as Britain, there is a looming fear of ethnic nationalism as its new Brothers of Italy party is now in power.

Italy’s new Prime Minister Giorgia Meloni is a poster child of far-right thought. She is known to exhibit many of Mussolini’s policies, viewing him as an inspiration. [10] Her government now intends on having a zero-tolerance approach to immigration and overturn Italy’s just soli citizenship policy. [11] Her opposition to non-Christian immigrants and asylum seekers. Meloni is also known to propagate conspiracy theories like her opposition to Sorosian globalism and belief in the resurgence of the Karlegi Plan. [12] Although it has been less than a month since her election, it is an important factor showing a shift in Europe’s political thinking.

France’s rise in ultranationalism came as a shock to the continent. The values of the French revolution were not just the western but global epitome of civic nationalism in the modern world. Before and even shortly after the French revolution, France had its brand of ethnonationalism under Napoleon Bonaparte. If Kohn’s understanding is that the ideal model of civic nationalism involves imparting western ‘liberal’ values to the world, then France is a brilliant example. Through its many imperial conquests in Africa, Indochina, and the Caribbean, France sought to impose its brand of nationalism. Even its style of civic nationalism today seems hypocritical. For example, the French model of secularism is based on the notion of not having any religious expression in public. Of course, this has led to widespread protests with the introduction of the hijab ban, with many ethnic minorities interpreting this policy as an act of aggression.

France under Macron has been ultra-centrist. But ethnic nationalism has reared its head in many other ways. 2022 was a year that almost set France down a far-right spiral with Marine Le Pen closely losing to Macron. Her vote share this time was larger than any that the National Rally has had, with a 41% share. [13] According to French election laws, Macron can only stand for elections again five years after the end of his current term. One can infer that there is a strong chance for Le Pen to be elected the next time.

La Pen’s views are as radical as any European far-right candidate. Apart from strong support for the hijab ban, her ethnonationalism tendencies are reflected in social policies. Her policy proposals ahead of the 2022 general election were that immigrants cannot avail of many social services unless they have been employed in France for over five years, distancing from the European Union and NATO, restrained free trade practices, ethnic French interests over immigrant French interests, and ending jus soli rights. [14] Again, in this case, ethnic nationalism will prevail over nationalism for shared values.

Can Liberalism and Nationalism Reconcile?

Instead of looking at the question as a matter of liberalism vs. nationalism, this article tried to argue that even liberal nations have some nationalism embedded. Through the case studies, the essay posits that the debate now is between the civic and ethnic notions of nationalism. Taking inspiration from Kohn’s work, this piece aimed to critique his claims on civic nationalism. Despite clearly highlighting the consequences of ethnic nationalism, it is important to see that civic nationalism, if applied wrongly, can be equally problematic. The notion of civic nationalism is often seen as synonymous with imperialism. British and French colonialism till the 20th century, and US efforts in Iraq and Afghanistan, are some examples. Assuming that the western concept of liberalism can be applied universally, has yielded disastrous results.

Discussing the subject further would help arrive at a more effective conclusion if the West had consistently upheld its version of civic nationalism. But its efforts to bring its value to the East have only further fuelled Kohn’s earlier claim that the East’s version of nationalism seeks to secure its place in the world. Paradoxically, the rise of far-right parties in Europe has diminished any differences between civic and ethnic nationalism. As long as the world finds itself in this situation, neither does the East-West axis of nationalism play a significant role nor do any attempts to reconcile liberalism and nationalism…

[1] Craig Calhoun, “Inventing the Opposition of Ethnic and Civic Nationalism.,” in Nations Matter (Routledge, 2007).

[2] Ibid, p 118.

[3] Ibid. p 118.

[4] Ibid. p 133

[5] Ibid, p 133.

[6] Liberty, “The Human Rights Act,” Liberty, 2020, https://www.libertyhumanrights.org.uk/your-rights/the-human-rights-act/#:~:text=are%20under%20threat- .

[7] Rachel Hall, “Suella Braverman: Five Controversial Statements from UK Home Secretary,” The Guardian, October 26, 2022, https://www.theguardian.com/politics/2022/oct/26/suella-braverman-five-controversial-statements-home-secretary .

[8] “Italy: Freedom in the World 2022 Country Report,” Freedom House, 2022, https://freedomhouse.org/country/italy/freedom-world/2022 .

[9] “Italy Immigration Statistics 1960-2020,” www.macrotrends.net, n.d., https://www.macrotrends.net/countries/ITA/italy/immigration-statistics .

[10] Agencies, “As a Teenage Activist, Giorgia Meloni Had Once Praised Mussolini – Times of India,” The Times of India, September 27, 2022, https://timesofindia.indiatimes.com/world/europe/as-a-teenage-activist-giorgia-meloni-had-once-praised-mussolini/articleshow/94467256.cms .

[11] Nick Squires, “Giorgia Meloni: Heiress to Italy’s Fascists to Become the Country’s First Female Leader,” The Telegraph , June 19, 2021, https://www.telegraph.co.uk/news/2021/06/19/giorgia-meloni-far-right-fatty-could-become-italys-first-female/ .

[12] Martino Mazzonis, “The Poisonous Roots of the Great Replacement Theory,” Reset DOC, May 25, 2022, https://www.resetdoc.org/story/the-poisonous-roots-of-the-great-replacement-theory/ .

[13] Le Monde, “Macron Wins French Presidential Election,” Le Monde.fr , April 24, 2022, https://www.lemonde.fr/en/politics/article/2022/04/24/macron-wins-french-presidential-election_5981506_5.html .

[14] Elaine Ganley, “Le Pen’s Far-Right Vision: Retooling France at Home, Abroad,” AP News, April 22, 2022, https://apnews.com/article/2022-french-election-marine-le-pen-vision-1dc32d753e839a2c1871db3bb47a3e2f .

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Nationalism in Europe The Rise of Nationalism in Europe

In 1848, Frédéric Sorrieu, a French artist, prepared a series of four prints visualising his dream of a world made up of 'democratic and social Republics', as he called them. The first print (Fig. 1) of the series, shows the peoples of Europe and America-men and women of all ages and social classes-marching in a long train, and offering homage to the statue of Liberty as they pass by it. As you would recall, artists of the time of the French Revolution personified Liberty as a female figure-here you can recognise the torch of Enlightenment she bears in one hand and the Charter of the Rights of Man in the other. On the earth in the foreground of the image lie the shattered remains of the symbols of absolutist institutions. In Sorrieu's utopian vision, the peoples of the world are grouped as distinct nations, identified through their flags and national costume. Leading the procession, way past the statue of Liberty, are the United States and Switzerland, which by this time were already nation-states. France,

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N a t i o n a l i s m i n E u r o p e In 1848, Frédéric Sorrieu, a French artist, prepared a series of four prints visualising his dream of a world made up of ‘democratic and social Republics’, as he called them. The first print (Fig. 1) of the series, shows the peoples of Europe and America – men and women of all ages and social classes – marching in a long train, and offering homage to the statue of Liberty as they pass by it. As you would recall, artists of the time of the French Revolution personified Liberty as a female figure – here you can recognise the torch of Enlightenment she bears in one hand and the Charter of the Rights of Man in the other. On the earth in the foreground of the image lie the shattered remains of the symbols of absolutist institutions. In Sorrieu’s utopian vision, the peoples of the world are grouped as distinct nations, identified through their flags and national costume. Leading the procession, way past the statue of Liberty, are the United States and...

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

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

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

Case Study 1

Rise of nationalism in Europe

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

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

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

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

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

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

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

Case Study 2

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

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

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

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

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

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

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

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

Case Study 3

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

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

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

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

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

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

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

Case Study 4

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

Q1) What did Liberal Nationalism Stand for? Mark 2

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

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

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

Case Study 5

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

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

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

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

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

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

Also See: Nationalism in India

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

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

Case Study Question 1:

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

Answer the following MCQ by choosing the most appropriate options:

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

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

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

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

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

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

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

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CBSE Notes For Class 10
Class 10 History Notes
Chapter 1 The Rise Of Nationalism In Europe

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

Chapter 1 of CBSE Class 10 History deals with many of the issues visualised by Sorrieu and will look at the diverse processes through which nation-states and nationalism came into being in nineteenth-century Europe. The topics covered in this chapter are the Rise of Nationalism in Europe, the French Revolution, Nationalism and Imperialism. Class 10 CBSE History Notes of Chapter 1 are prepared by our subject matter experts. By going through these notes, students can get a good grip and a clear insight into all the essential concepts. These CBSE Class 10 History Notes of Chapter 1 will help students to understand the chapter in a better way. It works as the best revision resource during board exams.

Chapter 2: Nationalism in India
Chapter 3: The Making of a Global World
Chapter 4: The Age of Industrialisation
Chapter 5: Print Culture and the Modern World

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

The rise of nationalism in europe, frédéric sorrieu vision of the world.

Frédéric Sorrieu, a French artist, in 1848, prepared a series of four prints, visualising his dream of a world made up of democratic and Social Republics.

The first print shows the people of Europe and America marching in a long train and offering homage to the Statue of Liberty as they pass it. The torch of Enlightenment was carried by a female figure in one hand and the Charter of the Rights of Man in the other.
On the earth in the foreground lie the shattered remains of the symbols of absolutist institutions.
In Sorrieu’s utopian vision, the people of the world are grouped as distinct nations, identified through their flags and national costume.
The procession was led by the United States and Switzerland, followed by France and Germany. Following the German people are the people of Austria, the Kingdom of the Two Sicilies, Lombardy, Poland, England, Ireland, Hungary and Russia.
From the heavens above, Christ, saints and angels gaze upon the scene. They have been used by the artist to symbolise fraternity among the nations of the world.

During the nineteenth century, nationalism emerged as a force which brought huge changes in the political and mental world of Europe. The end result of these changes was the emergence of the nation-state.

The French Revolution and the Idea of the Nation

In 1789, Nationalism came with the French Revolution and the political and constitutional changes led to the transfer of sovereignty from the monarchy to a body of French citizens. Various measures and practices were introduced, such as the ideas of la patrie (the fatherland) and le citoyen ( the citizen). A new French flag, the tricolour, was chosen to replace the former one.
Democracy was destroyed in France by Napoleon, and the Civil Code of 1804, known as the Napoleonic Code, did away with all privileges based on birth, established equality before the law and secured the right to property.

The Making of Nationalism in Europe

Germany, Italy and Switzerland were divided into kingdoms, duchies and cantons whose rulers had their autonomous territories.

The Aristocracy and the New Middle Class

The Aristocracy was the dominant class on the continent politically and socially. The majority of the population was made up of the peasantry. Industrialisation began in England in the second half of the eighteenth century. New social groups came into being: a working-class population and a middle class made up of industrialists, businessmen, and professionals.

What Did Liberal Nationalism Stand For?

The term ‘liberalism’ derives from the Latin root liber, meaning free. The right to vote and to get elected was granted exclusively to property-owning men. Men without property and all women were excluded from political rights.
In 1834, a customs union or Zollverein was formed at the initiative of Prussia and joined by most of the German states. The union abolished tariff barriers and reduced the number of currencies from over thirty to two.

A New Conservatism after 1815

In 1815, European governments were driven by a spirit of conservatism. Conservatives believed in monarchy, the Church, social hierarchies, and property and that the family should be preserved.
A modern army, an efficient bureaucracy, a dynamic economy, and the abolition of feudalism and serfdom could strengthen the autocratic monarchies of Europe.
In 1815, representatives of the European powers – Britain, Russia, Prussia and Austria met in Vienna to draw up a settlement for Europe.
The Bourbon dynasty was restored to power, and France lost the territories it had annexed under Napoleon.
The major issue taken up by the liberal nationalists, who criticised the new conservative order, was the freedom of the press.

The Revolutionaries

In 1815, secret societies were formed in many European states to train revolutionaries and spread their ideas. Revolutionaries opposed monarchical forms and fought for liberty and freedom.
The Italian revolutionary Giuseppe Mazzini, born in Genoa in 1807, founded two more underground societies, the first being Young Italy in Marseilles.
Secondly, he founded Young Europe in Berne, whose members were like-minded young men from Poland, France, Italy and the German states.

The Age of Revolutions: 1830-1848

In July 1830, Bourbon Kings were overthrown by liberal revolutionaries who installed a constitutional monarchy with Louis Philippe at its head. The July Revolution sparked an uprising in Brussels which led to Belgium breaking away from the United Kingdom of the Netherlands. In 1821, Greeks struggled for independence.

The Romantic Imagination and National Feeling

Culture played an important role in creating the idea of the nation: art and poetry, stories, and music helped express and shape nationalist feelings.
Romanticism was a cultural movement which sought to develop a particular form of nationalist sentiment. Language also played an important role in developing nationalist sentiments.
The Russian language was imposed everywhere, and in 1831, an armed rebellion against Russian rule took place, which was ultimately crushed.

Hunger, Hardship and Popular Revolt

Europe faced economic hardships in the 1830s. The first half of the nineteenth century saw an enormous increase in population all over Europe. The rise of food prices or a year of bad harvest led to widespread pauperism in towns and countries. In 1848, food shortages and widespread unemployment brought the population of Paris out on the roads.

The Revolution of the Liberals

In 1848, a revolution led by the educated middle classes was underway. Men and women of the liberal middle class demanded the creation of a nation-state on parliamentary principles – a constitution, freedom of the press and freedom of association.

A large number of political associations came together in Frankfurt to vote for an all-German National Assembly. On 18 May 1848, 831 elected representatives marched to take their places in the Frankfurt parliament convened in the Church of St Paul.

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

Women formed their own political associations, founded newspapers and took part in

political meetings and demonstrations, but they were still denied suffrage rights during the election of the Assembly.

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

The Making of Germany and Italy

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

Nationalism in Europe moved away after 1848, and Germany and Italy came to be unified as nation-states. Prussia took over the leadership of the movement for national unification. The architect of this process was its chief minister, Otto von Bismarck, and it was carried out with the help of the Prussian army and bureaucracy.

In January 1871, the Prussian King, William I, was proclaimed German Emperor. An assembly was held to proclaim the new German Empire. The process of nation-building demonstrated the dominance of Prussian state power. The currency, banking, legal and judicial systems in Germany were modernised.

Italy Unified

Italy was divided into seven states in the middle of the nineteenth century, and among all the seven states, Sardinia-Piedmont was ruled by an Italian princely house. All the regions were dominated by different kings. In the 1830’s Giuseppe Mazzini formed a secret society called Young Italy.

The movement was led by Chief Minister Cavour. In 1859, Sardinia-Piedmont defeated Austrian forces. 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 1861 Victor Emmanuel II was proclaimed king of united Italy.

The Strange Case of Britain

Great Britain was the model of the nation, and prior to the eighteenth century, there was no British nation. The nation became powerful as it steadily grew in wealth, importance and power.

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

Visualising the Nation

In the eighteenth and nineteenth centuries, artists represented a country as a person and nations as female figures. During the French Revolution, female figures portray ideas such as Liberty, Justice and the Republic. Liberty is represented as a red cap or the broken chain, and justice as a blindfolded woman carrying a pair of weighing scales.

Nationalism and Imperialism

Nationalism was no longer retained after the last quarter of the nineteenth century. After 1871, the most tensioned area was called the Balkans, a region comprising modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro.

Ottoman Empire made the Balkans region explosive, and all through the nineteenth century, they strengthened themselves through modernisation and internal reforms. Due to various conflicts, Balkan became an area of intense conflict.

During this period, intense rivalry built among the European powers over trade and colonies as well as naval and military might, which led to a series of wars in the region and, finally, the First World War.

In 1914, Europe was disastered because of Nationalism, aligned with imperialism. Anti-imperial movements were developed, but they all struggled to form independent nation-states. But the idea of ‘nation-states’ was accepted as natural and universal.

Frequently Asked Questions on CBSE Class 10 History Notes Chapter 1 The Rise of Nationalism in Europe

What is nationalism.

The desire/wish of a group of people who have similar races, cultures, and languages to form a country is termed nationalism.

How to induce patriotism in a person?

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

How to protect our nation from criticism?

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

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

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

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

CBSE Class 10 History Chapter Wise Notes

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

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

Frederic sorrieu.

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

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

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

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

French Revolution

French revolution in 1789, was the start of nationalism.

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

Innovative ideas such as Le citoyen and La Partie

Creation of a new French flag.

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

The administrative system which is consolidated.

Abolishing of customs and internal duties.

Uniform weights and measures were introduced.

French was getting a common language.

Napoleonic Code

Napoleon destroyed France democracy.

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

Features of this code are:

Abolishing of all birth rights and privileges.

Establishment of equality before the law.

Security of right to property.

Guild restrictions were removed.

New Middle Class

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

Peasants were the majority in the population.

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

It included artisans, industrialists, businessmen and so on.

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

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

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

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

A New Conservatism After 1815

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

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

As per this treaty:

Power was restored by the Bourbon dynasty.

During the Napoleonic wars, France lost all its territories.

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

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

The Revolutionaries

Guiseppe Mazzini

Born in Genoa in 1807.

Was a member of secret society of carbonate.

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

The main aim was to unify Italy in a republic.

The Age of Revolution: 1830-1848

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

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

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

National feeling was the main focused area.

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

There were fewer jobs and more people.

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

Silesia weavers in 1845, revolt against contractors.

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

Making of German

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

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

Making of Italy

Giuseppe Mazzini headed the unification program which got failed.

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

English Parliament seized power from the ruling monarchy.

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

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

Nationalism and Imperialism

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

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

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

Important Questions and Answers For Class 10 History Chapter 1 Notes

1. What was the aim of the French Revolution?

Ans: Following was the aim of French Revolution:

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

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

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

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

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

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

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

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

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

Ans: Characteristic feature of conservative regimes are:

Intolerant to criticism and dissent.

Censored press

Suppressed questions that challenged their legitimacy.

5. Explain the importance of National feeling and Imagination.

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

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

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

Important Topics Covered under CBSE Class 10 History Chapter 1 Notes

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

The French Revolution and the Idea of the Nation

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

A New Conservatism after 1815

The Age of Revolutions: 1830-1848

The romantic imagination and national feeling.

Hunger, Hardship, and Popular Revolt

1848: The Revolution of the Liberals

The Making of Germany and Italy

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Hunger, Hardship and Popular Revolt

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

Poverty and unemployment rose to great heights during this time.

The Revolution of the Liberals

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Ch 1 the rise of nationalism in europe extra questions class 10th history social studies (s.st) important questions answers included, very short answer questions (vsaqs):, contact form.

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case study on rise of nationalism in europe

CBSE 10th Social Science The Rise Of Nationalism In Europe Chapter Case Study Question with Answers

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

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

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

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

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

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

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

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

Answer the following MCQs by choosing the most appropriate option.

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

A. Bismarck
C. Metternich
D. Garibaldi

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

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

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

Who dominated the south regions of Italy?

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

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

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

Answer the following MCQs by choosing the most appropriate option

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

A. Germania
D. Marianne

What does the German oak stand for?

D. Strength

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

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

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

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

The King of Prussia

The Prime Minister of Prussia

The President of Prussia

Chief Minister of Prussia

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

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

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The Rise of Nationalism in Europe Case-Based Extract Questions Class 10
22 October 2022. Class 10 Social Science MCQs. Case study-based extract questions on the chapter 'The Rise of Nationalism' are given here for students to practise such questions. Questions are a combination of MCQs and subjective questions as per the latest syllabus 2022-23. Click here for more materials on CBSE Class 10 History.
Case Study Questions Chapter 1 The Rise of Nationalism in Europe
Answer: Nationalism developed through culture in Europe: (1) Culture played an important role in creating the idea of the nation, art and poetry, stories and music helped to express and shape nationalist feelings. (2) Romanticism a cultural movement which sought to develop a particular form of nationalist sentiment.
Nationalism in Europe: Trends and Cross-national Differences in Public
In this study, we analysed nationalism among citizens in 20 European countries between 1995 and 2013 and we examined its individual and societal conditions. We found that, on average, nationalism was not very widespread in Europe, but considerable differences in levels of nationalism between countries do exist.
Rise of nationalism in Europe
The rise of nationalism in Europe was stimulated by the French Revolution and the Napoleonic Wars. ... Romania is a special case, ... In a study recently conducted, researchers found that Chinese import shock from globalization leads to uneven adjustment costs being spread across regions of Europe. In response, there has been an increase in ...
Rise of Nationalism in Europe: Embracing Identity and Divisions
The Rise of Nationalism: Europe's Modern Challenges. ... The Balkans as a Case Study. The breakup of Yugoslavia in the 1990s highlighted the destructive potential of nationalism. Ethnic tensions ...
PDF Secular divergence: Explaining nationalism in Europe
Nationalism is on the rise in Europe, but it isn t the result of simple economic inequality. ... In the German case, ... Source: Italian Center for Electoral Studies (CISE) and Statista.de. ...
PDF Europe for Europeans: Nationalism in the 21st Century
Europe, who claims to be the champion of the liberal world order and human rights, has now seen a resurgence of nationalism and xenophobia in the wake of the Syrian civil war (Calamur, 2019). Less than a decade after receiving the Nobel Peace Prize for preventing conflict for 60 years, the European Union now finds itself embroiled with
Full article: 'Identity containers' in nineteenth-century Italy and
The interplay between nationalism, nation states, and professional historiography resulted in the rise of a methodological nationalism that influenced historical writing until the late twentieth century, not least in the case of Italy and Germany, which many have considered have parallel histories (Goeschel Citation 2016). In a recent essay ...
The rise of nationalism in Europe: causes, effects, and comparison
10.00-11.30 | Session 4: The Rise of Nationalism in Europe: A Comparative Perspective. Jan Muś, Vistula University, Warsaw: Nationalism as a reply to liberal hegemony. PiS case. Wawrzyniec Konarski, Vistula University (Warsaw): Ethnicity, Nationalism and Politics in Central Europe: Selected Historical Traditions and Current Consequences
Is Nationalism on the Rise? Assessing Global Trends
Like air, nationalism is both ubiquitous and elusive. It permeates the global system, states, peoples' behavior and can be seen as both conservative and as a revolutionary force, threating the status quo. The end of nationalism has been predicted multiple times. When Eric Hobsbawm wrote his seminal study on nationalism in the 1980s, he saw ...
Exploring the Relationship Between Nationalism and Liberalism: Case
Dangers of Nationalism in Europe: A Shift Away From Liberalism. Rising trends of ethnic nationalism in Europe in the 21 st century are disproving most of Kohn's assumptions of western nationalism. This section will explore three case studies of Britain, France, and Italy which were once considered to uphold liberal and universal values, but ...
PDF The Rise of Nationalism in Europe Chapter I
Nationalism in Europe In 1848, Frédéric Sorrieu, a French artist, prepared a series of four prints visualising his dream of a world made up of 'democratic and social Republics', as he called them. The first print (Fig. 1) of the series, shows the peoples of Europe and America - men and women
Nationalism in Europe The Rise of Nationalism in Europe
Europe An event that mobilised nationalist feelings among the educated elite across Europe was the Greek war of independence. Greece had been part of the Ottoman Empire since the fifteenth century. The growth of revolutionary nationalism in Europe sparked off a struggle for independence amongst the Greeks which began in 1821.
Case Study Questions Class 10 Social Science History
Case Study 1. Rise of nationalism in Europe. 1) Nationalism is a profound allegiance to one's nation. Its early stages involve the aspiration to establish a country that is free from foreign domination. The emergence of modern nations such as England and France occurred during the Hundred Years' War in the late Middle Ages, when people ...
Case Study Questions for Class 10 Social ...
Here we are providing case study questions for Class 10 Social Science History Chapter 1 The Rise of Nationalism in Europe. Case Study Question 1: In 1848, Frédéric Sorrieu, a French artist, prepared a series of four prints visualising his dream of a world made up of 'democratic and social Republics', as he called them. As you would ...
The Rise of Nationalism in Europe
By going through these notes, students can get a good grip and a clear insight into all the essential concepts. These CBSE Class 10 History Notes of Chapter 1 will help students to understand the chapter in a better way. It works as the best revision resource during board exams. Chapter 1: The Rise of Nationalism in Europe.
Case Based Questions: The Rise of Nationalism in Europe
Full syllabus notes, lecture and questions for Case Based Questions: The Rise of Nationalism in Europe - Social Studies (SST) Class 10 - Class 10 - Plus excerises question with solution to help you revise complete syllabus for Social Studies (SST) Class 10 - Best notes, free PDF download
The Rise of Nationalism in Europe Class 10 History Chapter 1 Notes
The Rise of Nationalism in Europe - Free PDF of Class 10 History Chapter 1 Notes. The Class 10 Social Science Chapter 1 in History is available for free in PDF. For class notes in detail and further chapter solutions, we have a dedicated section for the students of boards. The chapter Frédéric Sorrieu's visualisation of his dream and it ...
Ch 1 The Rise of Nationalism in Europe Class 10th Notes| History
Nationalism and Imperialism. • The Balkans comprised modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro. • Balkans was a region of geographical and ethnic variation was under the control of the Ottomon Empire. • The idea of Romantic nationalism made this region very ...
Ch 1 The Rise of Nationalism in Europe Extra Questions ...
Give any three reasons. OR. "The decade of 1830 had brought great economic hardship in Europe". Support the statement with arguments. Answer. • The first half of the nineteenth century saw an enormous increase in population all over Europe. • In most countries, there were more seekers of jobs than employment.
CBSE 10th Social Science The Rise Of Nationalism In Europe Chapter Case
By QB365 on 06 Jan, 2024. CBSE 10th Social Science The Rise Of Nationalism In Europe Chapter Case Study Question with Answers. CBSE Class 10th Social Science Sample Model Question Papers. CBSE Class 10th Social Science Sample Case Study Questions with Answer Keys.
Case Based Questions Test: The Rise of Nationalism in Europe
The Case Based Questions Test: The Rise of Nationalism in Europe - 1 questions and answers have been prepared according to the Class 10 exam syllabus.The Case Based Questions Test: The Rise of Nationalism in Europe - 1 MCQs are made for Class 10 2024 Exam. Find important definitions, questions, notes, meanings, examples, exercises, MCQs and ...
The Rise of Nationalism in Europe class 10 full chapter ...
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CBSE Class 10 History Notes Chapter 1 - The Rise of Nationalism in Europe

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

The French Revolution and the Idea of the Nation

The Making of Nationalism in Europe

The Aristocracy and the New Middle Class

What Did Liberal Nationalism Stand For?

A New Conservatism after 1815

The Revolutionaries

The Age of Revolutions: 1830-1848

The Romantic Imagination and National Feeling

Hunger, Hardship and Popular Revolt

The Revolution of the Liberals

The Making of Germany and Italy

Italy Unified

The Strange Case of Britain

Visualising the Nation

Nationalism and Imperialism

Frequently Asked Questions on CBSE Class 10 History Notes Chapter 1 The Rise of Nationalism in Europe

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

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

French Revolution

Napoleonic Code

New Middle Class

A New Conservatism After 1815

The Revolutionaries

The Age of Revolution: 1830-1848

Making of German

Making of Italy

Nationalism and Imperialism

Important Questions and Answers For Class 10 History Chapter 1 Notes

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

Important Topics Covered under CBSE Class 10 History Chapter 1 Notes

The French Revolution and the Idea of the Nation

The Age of Revolutions: 1830-1848

The Making of Germany and Italy

Hunger, Hardship and Popular Revolt

The Revolution of the Liberals

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