case study on rise of nationalism in europe

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

Case study 1, case study 2, 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.

Case Study 4

Case study 5.

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.

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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

1. Civil code	(a) Napoleon
2. Jacobins	(b) carried the idea of nationalism abroad
3. Destroyed democracy	(c) Napoleonic code in France
4. French armies	(d) political club

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.

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.

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• > Journals
• > European Review
• > Volume 29 Issue 4
• > Nationalism in Europe: Trends and Cross-national Differences...

Article contents

Introduction, theories and hypotheses, conclusions and discussion, nationalism in europe: trends and cross-national differences in public opinion.

Published online by Cambridge University Press:  05 May 2020

In this contribution the focus is on nationalism, i.e. the view that one’s own country and people are unique and superior, implying a negative comparison with regard to other national groups and countries. The research questions we set out to answer are: (1) what are the cross-national differences and trends in nationalism across Europe? (2) Which individual and national characteristics can explain these differences and changes in nationalism in European countries? We use high-quality cross-national data from 20 countries from the ‘National Identity’ modules of the International Social Survey Programme, collected in 1995, 2003 and 2013. Considerable differences between countries were found; however, within countries the level of nationalism remained rather stable over the period from 1995 to 2013.

The ‘end of the nation’ paradigm inspired by the work of Fukuyama ( Reference Fukuyama 1989 ) has become outdated. Researchers have increasingly addressed the relevance of the nation over the last few decades (e.g. Norris Reference Norris 2005 ), culminating in the ‘… resurgence of nationalist discourse in the United States, mirroring long-term trends in the European public sphere. Politicians … articulated visions of their nations under siege…’ (Bonokowski Reference Bonokowski 2016 , 428). These long-term trends have been fed by – predominantly but certainly not only – political leaders of the so-called radical right. Ó Maoláin ( Reference Ó Maolain 1987 , viii) already noted that leaders of these movements propose a strong commitment ‘… to nationalism, to the point of xenophobia and … a strong belief in the inherent supremacy of the white race, coupled with opposition to immigration of, or interbreeding with other races …’. Mudde ( Reference Mudde 2007 , 16–17) emphasised that nationalism is actually at the core of radical right ideologies, ‘… declaring that the maintenance and strengthening of one’s own nation is the highest principle of human thought and action and denigrates other nations…’, which is still considered crucial in recent studies (Liang Reference Liang 2016 , Lubbers and Coenders Reference Lubbers and Coenders 2017 ). The rise of the European radical right parties is also proposed to be at least partially explained by increasing favourable attitudes towards the own nation (Mudde Reference Mudde 2007 ). Empirical evidence for the latter is, however, scarce, although research shows some evidence that national identification and national pride predict radical right support (Lubbers and Coenders Reference Lubbers and Coenders 2017 ). More recently, latent versions of nationalism have come to the surface via numerous websites of social movements related to the alternative right ( https://alternative-right.blogspot.com/ ), focusing on (white) nationalism, but also suspected of covering up racism and white supremacism ( https://blog.ap.org/behind-the-news/writing-about-the-alt-right ).

In the research tradition on favourable stances towards one’s own nation, it is emphasised that one should conceptually differentiate between different dimensions of national attachments. In particular, many researchers have drawn a clear distinction between ‘patriotism’, indicating positive feelings and a sense of pride in one’s country versus ‘nationalism’, referring to feelings of national superiority and dominance (Coenders et al . Reference Coenders, Gijsberts, Scheepers, Gijsberts, Hagendoorn and Scheepers 2004 ; Grimm et al . Reference Grimm, Huddy, Schmidt and Seethaler 2016 ). Nationalism is described as the view that one’s own country and people are unique and superior. It implies a negative comparison of other national groups and countries (Kosterman and Feshbach Reference Kosterman and Feshbach 1989 ). These feelings of superiority are intertwined with a blind, uncritical attachment to one’s own national group and country. Patriotism, on the other hand, refers to feelings of pride in one’s people and country and – in contrast to nationalism – reflects a critical understanding rather than a blind attachment to the national group and the country.

In previous survey research, nationalism was found to be rather strongly related to exclusionist reactions towards immigrants and refugees (Coenders et al . Reference Coenders, Gijsberts, Scheepers, Gijsberts, Hagendoorn and Scheepers 2004 ). Since these phenomena – nationalism and exclusionism – have been shown to be so strongly related, we also use theories that address both nationalism, i.e. in-group favouritism, versus ethnic exclusionism, i.e. out-group antagonism ‘in conjunction’: this holds particularly for social identity theory and ethnic competition theory (Scheepers et al . Reference Scheepers, Gijsberts and Coenders 2002 ).

In this contribution, we will, therefore, focus on nationalism and set out to fill recently acknowledged lacunae (Bonokowski Reference Bonokowski 2016 , 440). First, we will describe systematically variations in nationalism within nations and changes over time: although this has been done for the period of 1995/1996 to 2003/2004, we will consider more recent times, i.e. 2012/2013. Second, we analyse how differences in nationalism among European citizens can be explained, examining contextual factors so far ignored in previous research (Bonokowski Reference Bonokowski 2016 ). Third, we will address so-called ‘sub-group’ differences, not only for one point in time (Smith and Kim Reference Smith and Kim 2006 ), but for a lengthy research period, 1995/1996–2012/2013. Fourth, in order to address the second and third lacunae, we will propose an overarching theoretical framework from which we systematically derive sets of hypotheses to be tested (Bonokowski Reference Bonokowski 2016 ).

Taking advantage of cross-national comparative surveys from the International Social Survey Programme (ISPP), we investigate the differences in nationalism among the general public in 20 European countries as well as differences between social categories within these countries over nearly two decades. The research questions we set out to answer are: (1) what are the cross-national differences and trends in nationalism across Europe? (2) Which individual and national characteristics can explain these differences and changes in nationalism in European countries?

In order to understand differences within and between countries as well as trends over time and, moreover, between social categories within countries, we propose a theoretical framework, focusing both on micro and macro level determinants. We will use multidisciplinary theoretical insights that focus in conjunction on nationalism and exclusionism, i.e. ethnic competition theory and framing theory.

Ethnic Competition Theory

We build on classics in realistic conflict theories, proposing that within each social system, there are social groups, such as ethnic groups, that compete for material goods and resources (power, status, privileges and other scarce resources) or adhere to conflicting values (Coser Reference Coser 1956 ). Whenever there are conflicts of interest between ethnic groups, these groups become mutual competitors, driving perceptions of outgroup threat which may only partly reflect actual intergroup competition (Blalock Reference Blalock 1967 ), intergroup competition on the labour market for jobs or on the housing market for houses. Actual intergroup competition and perceived ethnic threat can be expected to affect the processes of social identification and social contra-identification, insights derived from social identity theory (Tajfel Reference Tajfel 1981 ): the first process drives in-group favouritism, i.e. nationalism, whereas the latter drives out-group exclusionism, i.e. out-group antagonism.

The synthesis of both theoretical strands is labelled ethnic competition theory, proposing that nationalism as well as exclusionism are driven by social identity needs, while the intensity of nationalism and exclusionism varies situationally, depending on the amount of actual competition and/or perceived threat. The general proposition of ethnic competition theory, therefore, reads:

the stronger the actual competition between ethnic groups at an individual or contextual level and/or the stronger perceptions of ethnic threat, the more the mechanisms of social (contra-) identification will be reinforced, inducing stronger nationalism and exclusionism. (Scheepers et al . Reference Scheepers, Gijsberts and Coenders 2002 )

Ethnic competition theory is a multi-level theory, which can be applied to deduce micro- as well as macro-hypotheses regarding the variations, within and between countries, in nationalism.

According to ethnic competition theory, cross-national variations in nationalism are related to cross-national differences in the level of actual or perceived competition. At this contextual level, we expect that (actual or perceived) competition may be related to conditions where there are (1) increasing numbers of people from different ethnic groups competing for approximately the same amount of scarce resources, or (2) stable numbers of people from different ethnic groups competing for a decreasing amount of scarce resources. The actual level of ethnic competition in a country may depend on demographic conditions and economic conditions (cf. Blalock Reference Blalock 1967 ). With respect to demographic conditions, ethnic diversity (i.e. stable or increasing numbers of people from different ethnic groups) may induce stronger competition and threat among the dominant ethnic majority group. Regarding economic conditions, less economic affluence or higher unemployment levels create a situation in which, ceteris paribus , (stable or increasing numbers of) people compete for fewer scarce resources.

Although there is much research on the relation between macro-economic conditions and anti-immigrant attitudes (Billiet et al . Reference Billiet, Meuleman and De Witte 2014 , Semyonov et al . Reference Semyonov, Raijman and Gorodzeisky 2006 ), these theoretical notions have been only rarely been tested regarding nationalism (with the exception of Coenders et al . Reference Coenders, Gijsberts, Scheepers, Gijsberts, Hagendoorn and Scheepers 2004 ). Following Olzak ( Reference Olzak 1992 ), we argue that a constant high level of competition may not affect nationalism that strongly, but if demographic and economic conditions suddenly deteriorate, people may become more nationalistic, just as they are more likely to become more antagonistic. People might be overwhelmed by these sudden changes, because there was little time to absorb the changes (Olzak Reference Olzak 1992 ).

Many European countries have experienced strong changes in terms of demographic and economic conditions. Hence, Europe has become a natural arena to propose and test such insights. We expect that nationalism will be more strongly prevalent in countries with high levels of ethnic diversity, i.e. with larger migrant populations, and with poor economic conditions, as indicated by high unemployment levels. Regarding changes over time, we expect that nationalism will increase in countries with an increasing size of the migrant population and increasing levels of unemployment.

At the individual level, members of the ethnic majority group may differ in the extent to which they view migrants as a threat because the level of actual competition may vary between social categories of the ethnic majority population. Typically, migrants have a relatively disadvantaged socio-economic position compared with the ethnic majority population in many European countries. A relatively large proportion of immigrants is located in the lower strata of the host society, characterised by relatively low educational attainment, low income, a high proportion of manual labour, as well as higher levels of unemployment (Süssmuth Reference Süssmuth 2007 ).

Presumably, social categories within the ethnic majority which hold similar socio-economic positions to those of migrants will have to compete more strongly with immigrants, on for instance, the labour market, than other members of their majority group and therefore may, particularly, perceive higher levels of ethnic competition, and consequently, display stronger nationalism (Scheepers et al . Reference Scheepers, Gijsberts and Coenders 2002 ). Hence, we expect that nationalism will be more strongly prevalent among ethnic majority individuals with a relatively low educational level, among the unemployed persons, as well as among those with a relatively low income level.

Mediator: Perceived Ethnic Threat

Blalock ( Reference Blalock 1967 ) divided the concept of intergroup competition into two components: actual competition and perceived competition. Likewise, the distinction between actual and perceived threat is often recognised in theoretical terms (Quillian Reference Quillian 1995 ) and has received much empirical attention (e.g. Scheepers et al . Reference Scheepers, Gijsberts and Coenders 2002 ). We will explicitly test the effects of the perception of ethnic threat on nationalism, which has not been done before. The hypothesis therefore reads: the perception of ethnic threat is positively related to nationalism.

Framing Theory

A complementary approach to ethnic competition theory to understand societal conditions of nationalism focuses on the role of political entrepreneurs who affect the political discourse in a country, as is proposed by framing theory (Slothuus and De Vreese Reference Slothuus and De Vreese 2010 ). A changing supply of political parties who air, and campaign upon, specific messages may affect how people perceive these issues (Slothuus and De Vreese Reference Slothuus and De Vreese 2010 ). Previously, Semyonov et al . ( Reference Semyonov, Raijman and Gorodzeisky 2006 ) indeed showed that support for the radical right influences support for anti-migrant attitudes. The radical right party family defines itself also in nationalist terms. It stresses, on the one hand, the uniqueness and superiority of the nation and, on the other hand, the threats against which the nation should be protected (Mudde Reference Mudde 2007 ). In countries in which those parties have gained more popular support and have been better represented, a stronger nationalist discourse can be anticipated – not only in parliament but also in newspapers and other media to which the population has been exposed. Hence, we expect nationalism to be more strongly prevalent in countries with, ceteris paribus , a larger share of votes for radical right-wing political parties. Furthermore, we expect that nationalism has increased in countries with increasing shares of votes for radical right-wing political parties.

Data and Measurement

Data were derived from the 1995, 2003 and 2013 ‘National Identity’ modules of the International Social Survey Programme (ISSP). We included all European countries that participated in at least two of the three repeated ‘National Identity’ modules. This led to a total of 53 national surveys (Table 1 ).

Table 1. Mean score on nationalism across 20 European countries and changes over time.

Note : + significant increase, − significant decrease; 0 no significant change. p <0.05 two-tailed.

Source: International Social Survey Programme 1995, 2003, 2013, own calculations.

To operationalise ‘nationalism’, we build upon previous studies that examined the cross-national equivalence of the ISSP measurements (Coenders, et al. Reference Coenders, Gijsberts, Scheepers, Gijsberts, Hagendoorn and Scheepers 2004 ; Davidov Reference Davidov 2009 ). We operationalised ‘nationalism’ by three items, each measured with a 5-point agree–disagree answer scale. The item formulations read: ‘I would rather be a citizen of [country] than of any other country in the world’, ‘The world would be a better place if people from other countries were more like the [country nationality]’, and ‘People should support their country even if the country is in the wrong’. The first two items refer to the perceived superiority of one’s own nation. The third item refers to a blind, absolute and uncritical attachment to one’s own country, reflecting blind patriotism (Schatz et al. Reference Schatz, Staub and Lavine 1999 ), which we consider an inherent component of nationalism.

Overall, across all countries and years, Cronbach’s alpha was 0.57. This moderate reliability is not surprising given the limited number of items. The reliability was rather stable over time: 0.56 in 1995 and 2003, and 0.58 in 2013. Across countries and specific years, the reliability ranged from 0.42 (Hungary, 2003) to 0.68 (Spain, 2013).

‘Perceptions of migrant threat’ were measured by four items. The 5-point agree–disagree items read ‘immigrants increase crime rates’, ‘immigrants are generally good for [country’s] economy’, ‘immigrants take jobs away from people who were born in [country]’, and ‘immigrants improve [country’s nationality] society by bringing new ideas and cultures’. The first and third item were both reversed so that high scores refer to stronger perceptions of threat. Together, the items refer to perceptions of economic, cultural and safety threat. The overall reliability was satisfactory: Cronbach’s alpha was 0.70. Over time, the reliability of this measurement increased slightly, from 0.67 in 1995, 0.71 in 2003, to 0.73 in 2013. ‘Local orientation’ was measured by a single item: ‘how close do you feel to your town or city?’ with four answer categories ranging from very close to not close at all (reversed coding).

Contextual Variables

Figures from the UN were applied to indicate the ‘migrant stock ’, i.e. the share of international migrants as a percentage of the total population (United Nations, 2009 ). Figures for the unemployment rate were derived from the World Bank ( 2016 ), which provided the unemployment rate as a percentage of the total labour force, based on modelled ILO estimates. We applied the figures for the year of survey measurement. Finally, to measure the share of votes for radical right-wing political parties, we applied the general election results that were held in the year of the survey or in the most recent preceding year. We classified radical right-wing political parties according to the standards in the literature (Mudde Reference Mudde 2007 ).

Descriptive Findings

The average score on nationalism across all countries and years was 3.23. Hence, on a scale from 1 to 5, on average, European citizens tend to slightly agree with the items indicating feelings of national superiority. The average scores per country across the years of measurement are displayed in Figure 1 . As displayed in Figure 1 , the Dutch were the least nationalistic (2.78), followed by Germans (2.91 in the Western part and 2.95 in the Eastern part of Germany).

Figure 1. Cross-national differences in nationalism: Averages across three ISSP surveys in 1995, 2003 and 2013.

When we look at the overall change in nationalism in Europe between 1995 and 2013, it seems as if there is hardly any substantial change. Table 1 displays the mean score on nationalism in each country for all available years. On the right-hand side of the table, we indicate for each country whether there was a significant increase or decrease in nationalism.

As displayed in Table 1 , we observed different trends across countries. Despite the considerable differences in the within-country changes, there appeared to be an overall trend towards convergence as the differences between countries in 2013 were smaller than in 1995. In countries with a high level of nationalism in the mid 1990s there tends to be a pattern towards lower levels of nationalism in later years, whereas other countries with low levels of nationalism in the mid 1990s tend to show an increase in nationalism over time. However, we note that the changes in nationalism within countries across a period of almost two decades were considerably smaller than the differences between countries in the average level of nationalism.

We applied multi-level analyses to take the nested structure of our data – individuals, year of data collection and country – into account. Individuals participated in surveys that were administered in a specific country and year, i.e. a specific country–year combination. As it is important to include random effects for each relevant level of analysis (cf. Schmidt-Catran and Fairbrother Reference Schmidt-Catran and Fairbrother 2016 ), we applied a three-level model of individuals (level 1), surveys, i.e. country-year combinations (level 2), and countries (level 3). As mentioned and displayed in Table 1 , there were 53 different country-year combinations, which were in turn nested within 21 ‘nations’. The country-level as the highest level of analysis takes into account that respondents from the same country are more similar than respondents from different countries.

To assess the effects of national characteristics on nationalism between countries and over time, we included the contextual variables both as ‘within’ and ‘between’ components (Te Grotenhuis et al . Reference Te Grotenhuis, Scholte, De Graaf and Pelzer 2015 ). The ‘between’ contextual variable was equal to the average score of the national characteristics across time points. The ‘within’ contextual variable was constructed as the national characteristic at time t , minus the average score across time points, hence indicating changes in social contexts within particular countries.

Results of Multilevel Analyses

Table 2 presents the results of our multilevel analyses. There was much less variance at the country and country–year level. Yet, these variance components also indicate that differences within countries were smaller than differences between countries.

Table 2. Unstandardized multilevel regression estimates of nationalism, 20 countries, 1995, 2003, 2013.

Note : BE = between component, WI = within component. *** = p <0.001; ** = p <0.010, * = p <0.05, two-tailed.

In model 1, we included contextual variables both as within and between components. We found that the migrant stock in a country was negatively related to nationalism. Hence, nationalism was less widespread in countries with a larger migrant population. We found no effect of the level of unemployment. We did, however, find that nationalism was stronger in countries with a stronger presence of radical right parties.

Moreover, we found that the within-country changes over time in the level of nationalism were overall not related to over time changes in the size of the migrant population, the unemployment level or the share of the radical right parties. Hence, although nationalism is stronger in countries with a larger share of radical right parties, an increase in the popular vote for the radical right was – overall – not related to an increase in nationalism. Neither the change in migrant population nor unemployment level were related to within-country changes in nationalism.

In model 2 we added the individual background variables. We found that nationalism was negatively related to the educational level: lower educated respondents were more nationalistic. Furthermore, lower income groups were more nationalistic than the highest income group. Next, the findings showed that nationalism was higher among the elderly, those who consider themselves members of a religious denomination and those who frequently visited church. Regarding religious denomination, we found that Catholics and Protestants showed more nationalism, whereas those belonging to non-Christian denominations showed less nationalism.

Finally, we added the attitudinal variables – perceived migrant threat and local orientation. Both were significantly related to nationalism: nationalism was stronger among citizens who felt threatened by immigrants and when people have a stronger local orientation. Perceived ethnic threat turned out to be the most important determinant of nationalism.

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.

Regarding changes in nationalism across nearly two decades, the overall level of nationalism in Europe remained rather stable between 1995 and 2013, in spite of the fact that, over the past decades, European countries have witnessed significant demographic, economic and political changes. Country-specific trends in nationalism are, on average (across all countries), not related to changes in the size of the migrant population, unemployment nor the share of the radical right. Hence, our analyses show no support for generic explanations for changing nationalism among European citizens. That the average nationalistic opinion changed so little over 20 years of demographic, economic and political turmoil brings us to the conclusion that nationalist attitudes are formed within a country context, possibly during formative years, and do not alter that quickly.

Regarding the role of societal factors as explanations for nationalism, we found no support for ethnic competition theory: neither ethnic diversity nor unemployment is associated with levels of nationalism, not from a cross-national perspective and not from a longitudinal perspective. These findings are clearly at odds with this theory and previous research which found support for the association between these competitive, national circumstances on the one hand and exclusionist reactions and threat towards migrants on the other hand (e.g. Coenders et al . Reference Coenders, Lubbers, Scheepers, Freeman, Hansen and Leal 2013 ). Here we found an opposite association with ethnic diversity, namely that nationalism was less widespread in countries with higher shares of migrants. Contact theory may play a role here, as a larger share of migrants in a country creates more opportunities for interethnic contact (Hewstone Reference Hewstone 2015 ). Indeed, previous research found very consistent relationships between migrant stock and interethnic contacts (Savelkoul et al . Reference Savelkoul, Gesthuizen and Scheepers 2011 ).

In line with framing theory, we found more nationalism in countries with more support for radical right parties. Radical right parties emphasise the uniqueness of the national culture and glorify the national past. The more such nationalistic frames dominate the political discourse, the more citizens are exposed to these views. However, also here, no support was found for the role of changes over time, in line with findings from Bohman and Hjerm ( Reference Bohman and Hjerm 2016 ) on anti-immigration attitudes. The non-findings in these studies might be due to the relatively unstable success of radical right parties with the exceptions, however, of Poland, Hungary and, moreover, Austria. It may also be due to other parties that take on board stances voiced by the radical right. Instead of success for radical right parties, the voicing of nationalism and anti-migration sentiment within the political arena may contribute to the understanding of changes in nationalism.

Coinciding with ethnic competition theory, we found more nationalism among lower income groups and those who perceive threat, but not among the unemployed. We also found more nationalism among elderly, Christian denominations, frequent churchgoers and among those with a stronger local orientation. Both perceived ethnic threat and localism are strongly associated with nationalism. Our contribution also provides evidence for the strong cleavage between lower and higher educated with the former being more locally oriented and having stronger perceptions of ethnic threat than the latter. Consequently, nationalism is particularly more widespread among the lower educated.

Overall, we find over time stability of nationalism within countries, in spite of changes in the demographic compositions of these countries. Considering the absence of significant changes in nationalism, theories on societal changes which aim to explain such changes, are actually still somewhat redundant. Theories to explain differences in levels of nationalism between countries are, however, more on target. There may be two contradictory mechanisms at work, related to the level of migrant stock in these countries. In countries with larger shares of migrants, on the one hand, part of the (probably privileged) citizenry may have had opportunities for interethnic contacts, reducing interethnic cleavages in their societies. On the other hand, part of the (probably deprived) citizenry may perceive these migrants as a threat, which may also be the picture that radical right parties spread, inducing interethnic cleavages in these societies. This social tension that permeates through societies is bound to create even stronger cleavages, not only between majority and minority groups, but also within majority groups – and also between privileged and deprived segments within majority groups.

About the Authors

Marcel Coenders is a scientific strategist on inclusion and exclusion at the Netherlands Institute for Social Research, the Hague, the Netherlands. Previously, he was an associate professor at the Department of General Social Sciences at the University of Utrecht.

Marcel Lubbers is senior researcher at the Netherlands Interdisciplinary Demographic Institute/KNAW as well as professor of inclusion and exclusion of immigrants at the Department of Sociology at Radboud University and the Department of Sociology at the University of Groningen.

Peer Scheepers is a professor of comparative research methodology at the Department of Sociology at Radboud University. He is an elected member of the Royal Dutch Academy of Arts and Sciences and of Academia Europeae.

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• Volume 29, Issue 4
• Marcel Coenders (a1) , Marcel Lubbers (a2) and Peer Scheepers (a3)
• DOI: https://doi.org/10.1017/S1062798720000526

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

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

Case Study Question 1:

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

Answer the following MCQ by choosing the most appropriate options:

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

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

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

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

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

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• 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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Class 10 Social Science Case Study Questions

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

Purpose of Class 10 Social Science

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

Case Study Questions in Class 10 Social Science

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

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

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

Class 10 Social Science Case Study Questions Samples

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

Class 10 Social Science Case Study Question 1

Class 10 HISTORY: The Rise of Nationalism in Europe

Read the source given below and answer the questions that follow: Frederic Sorrieu prepared a series of four prints visualizing his dream of a world made up of ‘democratic and social Republics’, as he called them. The first print of the series shows the peoples of Europe and America – men and women of all ages and social classes – marching in a long train, and offering homage to the Statue of Liberty as they pass by it. Artists of the time of the French Revolution personified Liberty as a female figure. She bears the torch of Enlightenment in one hand and the Charter of the Rights of Man in the other. On the earth in the foreground of the image lie the shattered remains of the symbols of absolutist institutions. In Sorrieu’s utopian vision, the peoples of the world are grouped as distinct nations, identified through their flags and national costume. Leading the procession, way past the Statue of Liberty, are the United States and Switzerland, which by this time were already nation-states. France, identifiable by the revolutionary tricolour, has just reached the statue. She is followed by the peoples of Germany, bearing the black, red and gold flag. Answer the following MCQs by choosing the most appropriate option:

Who was Frederic Sorrieu?

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

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

Which of the following statements correctly describes “absolutist”?

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

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

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

Answer Key:

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

Class 10 Social Science Case Study Question 2

Class 10 GEOGRAPHY: Lifelines of National Economy

Read the extract and answer the question that follows:

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

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

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

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

Class 10 Social Science Case Study Question 3

Class 10 POLITICAL SCIENCE: Power-sharing

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

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

Answer the following MCQs by choosing the most appropriate option:

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

Class 10 Social Science Case Study Question 4

Class 10 ECONOMICS: Development

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

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

Class 10 Social Science curriculum at a glance

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

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

Class 10 SOCIAL SCIENCE COURSE CONTENT

1. The Rise of Nationalism in Europe

2. Nationalism in India:

3. The Making of a Global World

4. The Age of Industrialization

5. Print Culture and the Modern World

1. Resources and Development

2. Forest and Wildlife

3. Water Resources

4. Agriculture

5. Minerals and Energy Resources

6. Manufacturing Industries

7. Life Lines of National Economy

1. Power Sharing

2. Federalism

4. Gender, Religion and Caste

6. Political Parties

7. Outcomes of Democracy

1. Development

2. Sectors of the Indian Economy

3. Money and Credit

4. Globalization and the Indian Economy

5. Consumer Rights

Reasons to choose myCBSEguide for class 10

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

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

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

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Ch 1 The Rise of Nationalism in Europe Class 10th Notes| History

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

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• Chapter 1 The Rise Of Nationalism In Europe

The Rise of Nationalism in Europe Class 10 Notes - FREE PDF Download

Vedantu’s Class 10 History Chapter 1 notes, The Rise of Nationalism in Europe, offer students a clear understanding of how nationalism spread across Europe during the 19th century. These notes cover important events like the French Revolution, the unification of Italy and Germany, and the role of various leaders in shaping modern Europe. Each section is explained in simple language to make learning easy and effective. By providing a summary and analysis, Vedantu makes it easier for students to see the lessons and ideas in the Class 10 History Revision Notes .

Vedantu’s notes are designed to help students grasp the chapter's key points quickly, making it easier to prepare for exams. The notes are structured to highlight the important dates, events, and figures, ensuring students remember the most crucial details. Students can download the FREE PDF of these notes, making it simple to study and review whenever they need with the updated CBSE History Class 10 Syllabus.

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Access Class 10 History Chapter 1 Notes

Frederic sorrieu.

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

He visualised 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 costumes.

Leading the procession are the 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

The 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 is consolidated.

Abolishing of customs and internal duties.

Uniform weights and measures were introduced.

French was becoming a common language.

Napoleonic Code

Napoleon destroyed France's democracy.

Introduction of Civil Code 1804, which was called the 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.

The Aristocracy and the New Middle Class

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

Peasants were the majority of the population.

Since industrialisation in England, a new social class known as the working class emerged.

It included artisans, industrialists, businessmen and so on.

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

Every woman and propertyless men were restricted from all political rights.

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

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

A New Conservatism After 1815

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

They used 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 and 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 a 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 into a republic.

The Age of Revolution: 1830-1848

Bourbon kings were 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 an independent nation in the Treaty of Constantinople signed in 1832.

National feeling was the main focus area.

German philosopher, Johan Gottfried discovered the culture of 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, revolted against contractors.

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

English Parliament seized power from the ruling monarchy.

British forces 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 Europeans wanted to have control over this area.

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

What did Liberal Nationalism Stand for?

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 did not need to go back 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, or criticism, and controlled the speech of the public by censorship. Freedom of speech was curbed as much as possible. Although the liberal-nationalists were still working actively despite all this.

The Romantic Imagination and National Feeling

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 emphasised the importance of emotions, intuition, and created a sense of shared feeling.

Folk songs, folk poetry, and folk dances became 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 society on the other hand liberal-nationalists advantage of the situation and fought for their 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 and taking part in political meetings, and demonstrations.

By 1848, the conservatives 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.

The Making of Germany and Italy

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

After 1848, the conservatives started to use nationalism as a weapon to further their policies. This is 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 of the army and bureaucracy.

Italy Unified

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 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 marched 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.

The Strange Case of Britain

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.

Visualising the Nation

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

5 Important Topics of Class 10 History Chapter 1 The Rise of Nationalism in Europe

S. No	Important Topics
1	The French Revolution and Nationalism
2	The Role of Napoleon
3	The Unification of Germany
4	The Unification of Italy
5	The Revolution of 1848

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

Revision notes are essential for effective study, especially when preparing for exams. 

They help students quickly recall important information, summarise key concepts, and reinforce learning. 

By condensing the material into easily digestible sections, revision notes allow students to focus on the most critical aspects of the subject, making revision more efficient. 

These notes serve as a handy reference guide, enabling students to review topics systematically without getting overwhelmed by lengthy textbooks. 

In short, revision notes are crucial for better retention, efficient exam preparation, and boosting confidence in the subject.

Tips for Learning the Class 10 History Chapter 1 The Rise of Nationalism in Europe

Begin by understanding the sequence of major events such as the French Revolution, German and Italian Unification and the 1848 Revolution. It will be easier to follow this chapter if you know when these episodes happened and how they are interconnected.

Learn about influential people such as Napoleon Bonaparte, Otto von Bismarck, and Giuseppe Garibaldi. You will have a better idea of how nationalism spread across Europe if you are aware of what these leaders did.

At times maps or diagrams can help examine Europe’s geographical changes at that time. To remember the occurrences better, it is good to represent them visually.

Try putting down the main points after reading the chapter in your own words. This allows you to recap on what you have learnt and identify any areas where more clarification is needed.

Take a look at previous years’ question papers to see which kinds of questions usually appear. By doing so, it will help you concentrate on crucial subjects and prepare for the exams.

In conclusion, Class 10 History Chapter 1 Notes, highlights the significant events and movements that shaped modern Europe. The chapter explores how nationalism emerged as a powerful force, leading to the unification of countries like Germany and Italy, and influencing revolutions across the continent. By understanding the roles of key figures and the impact of major events, students gain insight into the formation of nation-states and the complex history of Europe. This knowledge is not only crucial for exams, but also for a deeper appreciation of the forces that have shaped our world today.

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FAQs on The Rise of Nationalism in Europe Class 10 Notes: CBSE History Chapter 1

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

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.

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

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.

3. 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.

4. 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.

5. 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. 

6. 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. They can download the history notes and learn faster for their exams. The notes and solutions are free of cost.

7. 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 French Revolution: Understanding how the French Revolution influenced nationalist movements across Europe.

The Role of Napoleon Bonaparte: Examining how Napoleon's conquests spread nationalist ideas.

Unification of Germany: Key events and figures involved in the unification of Germany, including Otto von Bismarck.

Unification of Italy: The process and key leaders, such as Giuseppe Garibaldi, who contributed to the unification of Italy.

The Revolution of 1848: The series of revolutions across Europe that promoted nationalist and democratic ideas.

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.

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

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

Class 10 History Chapter 1 NCERT Solutions PDF Download

Write in brief

Question 1. Write a note on: (a) Guiseppe Mazzini (b) Count Camillo de Cavour (c) The Greek war of independence (d) Frankfurt Parliament (e) The role of women in nationalist struggles

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

(b) Count Camillo de Cavour:

• He was the chief minister of Sardinia-Piedmont state. He led the movement to unify the regions of Italy. He was neither a revolutionary nor a democrat.
• Like many other wealthy and educated members of the Italian elite, he spoke French much better than he did Italian.
• He engineered a careful diplomatic alliance with France with the help of which Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859. This, consequently helped to free the northern part of Italy from the Austrian Habsburgs

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

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

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

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

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

• The French revolutionaries introduced various measures and practices that could create a sense of collective identity amongst the French people. The ideas of la patrie (the fatherland) and le citoyen (the citizen) emphasized the notion of a united community enjoying equal rights under a constitution.
• A new French flag, the tricolour, was chosen to replace the former royal standard.
• The Estates General was elected by the body of active citizens and renamed the National Assembly.
• New hymns were composed, oaths taken and martyrs commemorated, all in the name of the nation.
• A centralised administrative system was put in place and it formulated uniform laws for all citizens within its territory.
• Internal customs duties and dues were abolished and a uniform system of weights and measures was adopted.
• Regional dialects were discouraged and French, as it was spoken and written in Paris, became the common language of the nation.

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

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

Question 4: Briefly trace the process of German unification.

Answer: In 1848, the middle class Germans tried to unite the different regions of the German confederation into a nation-state governed by an elected parliament. They were, however, repressed by the combined forces of the monarchy and the military, supported by the large landowners of Prussia. From then on, Prussia took on the leadership of the movement for national unification. Its chief minister Otto von Bismarck was the architect of this process with the help of the Prussian army and bureaucracy. Three wars over seven years – with Austria, Denmark and France – ended in Prussian victory and completed the process of unification. In January 1871, the Prussian king, William I, was proclaimed German Emperor in a ceremony held at Versailles.

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

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

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

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

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

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

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

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

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

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

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

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

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

Revolutionary uprisings: Nineteenth-century Europe was characterised by both popular uprisings of the masses and revolutions led by the educated, liberal middle classes. The middle classes belonging to the different German regions came together to form an all-German National Assembly in 1848. However, on facing opposition from the aristocracy and military, and on losing its mass support base, it was forced to disband.

In the Italian region, during the 1830s, revolutionaries like Giuseppe Mazzini sought to establish a unitary Italian Republic. However, the revolutionary uprisings of 1831 and 1848 failed to unite Italy.

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

The Italian state of Sardinia-Piedmont played a role similar to that played by Prussia. Count Camillo de Cavour (the Chief Minister) led the movement to unite the separate states of nineteenth-century Italy with the help of the army and an alliance with France. The regions annexed by Giuseppe Garibaldi and his Red Shirts joined with the northern regions to form a united Italy. The Italian nation was proclaimed in 1861. The Papal States joined in 1870.

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

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

• In Britain the formation of the nation-state was not the result of a sudden upheaval or revolution. It was the result of a long-drawn-out process. There was no British nation prior to the eighteenth century.
• The primary identities of the people who inhabited the British Isles were ethnic ones – such as English, Welsh, Scot or Irish.
• The Act of Union (1707) between England and Scotland that resulted in the formation of the ‘United Kingdom of Great Britain’ meant, in effect, that England was able to impose its influence on Scotland. The British parliament was henceforth dominated by its English members. The growth of a British identity meant that Scotland’s distinctive culture and political institutions were systematically suppressed.
• The Catholic clans that inhabited the Scottish Highlands suffered terrible repression whenever they attempted to assert their independence. The Scottish Highlanders were forbidden to speak their Gaelic language or wear their national dress, and large numbers were forcibly driven out of their homeland

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

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

NCERT Solutions for Class 10 History Chapter 1 Chapter Overview

In this chapter you learn about the following topics:

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

• CBSE Class 10
• CBSE Class 10 Important Questions
• CBSE Class 10 History Important Questions
• History Chapter 1 The Rise Of Nationalism In Europe

CBSE Class 10 History Chapter 1 The Rise of Nationalism In Europe Important Questions

History is an integral part of CBSE Class 10 Social Science subject, and learning it can be exciting. Meanwhile, Chapter 1 of CBSE Class 10 History deals with how the idea of nationalism emerged in Europe. Some of the main topics and concepts covered in this chapter include the Rise of Nationalism in Europe, French Revolution, Liberal Nationalism, New Conservatism, Nationalism and Imperialism and more. These CBSE Class 10 History Chapter 1, The Rise of Nationalism In Europe Important Questions, cover these topics and help students to understand the concepts better. Students can solve these for practice. They may come across some of these questions in the board exam.

Students can clear their doubts about the chapter by solving these CBSE Class 10 History Important Questions and prepare well for the board exams. The links to download the PDF version of these questions are given in a link in this article.

Download CBSE Class 10 History Chapter 1 The Rise of Nationalism In Europe Important Questions PDF

Rise of Nationalism In Europe

1. In revolutionary France, who was given the right to vote?

a) Only men and women who owned property

c) All men and women

d) Only men who owned property

2 . What is the date of the demolition of the Bastille?

a) 17 July 1790

b) 9 June 1789

c) 14 July 1789

d) 14 May 1786

3 . What is the year in which the English Parliament seized power from the British Monarchy?

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

5 . What did Liberal Nationalism stand for?

6 . Describe the political ends that List hopes to achieve through economic measures.

7 . Discuss the importance of language and popular traditions in the creation of national identity.

8. Describe the cause of the Silesian weavers’ uprising. Comment on the viewpoint of the journalist

9. What are the conditions that were viewed as obstacles to the economic exchange and growth of the new commercial classes during the 19th century in Europe?

10. How were liberty and equality for women to be defined?

11. Define the main aim of the French Revolutionaries.

12. Explain why the decade of the 1830s is known as the ‘great economic hardship’ in Europe. Give reasons.

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

14. Briefly trace the process of German unification.

15. What are the ideas suggested by Johann Gottfried in promoting the true spirit of a nation? Explain.

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

17. Define the meaning of “Imperialism.”

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

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

20. Why did nationalist tensions emerge in the Balkans? Discuss.

21. What was the main aim of the French Revolutionaries?

22.  Explain any three causes of conflict in the ‘Balkan area’ after 1871.

23. Write a note on:

• The Role of Women in Nationalist Struggles
• Guiseppe Mazzini

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The Rise of Nationalism in Europe Important Extra Previous Years CBSE Questions Class 10 History

• Post category: Class 10 Social Science Extra Question
• Post comments: 3 Comments

The Rise of Nationalism Important Questions as asked in Previous Years CBSE Board Exams: Here are given questions with answers from the last 10 years’ Board Exams in History Class 10. Answers are based on as guided by CBSE marking Schemes for full scoring in History CBSE Exams.

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The Rise of Nationalism in Europe – Notes – Series Tutorials

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The Rise of Nationalism in Europe- Important Questions Years: 2020 to 22

Q.1. examine the significance of the statue of liberty in frederic sorrieu’s paintings,’ the dream of the world wide democratic and socialist republics’. (2020).

Ans. In the Sorrieu’s paintings the ‘Statue of Liberty’ is personified as women bearing the Torch of Enlightenment in one hand and the Charter of the Rights in the other. The statue signifies the rise of nationalism to establish nation states based on democratic principles with inalienable human rights.

Q.2. How did the Greek War of Independence mobilise nationalist feelings among the educated elite across Europe? Explain. (2020, 11)

Ans. Greek war of independence mobilized the nationalist feeling in Europe through the following ways:

(i) Greece was viewed as a part of Europe that had been annexed by Ottomans and now needed to be liberated.

(ii) Greece perceived as the foundation and cradle of civilisation in Europe by poets and artists and this led to nationalist consciousness.

(iii) Greek nationalists received support from other Greeks living in exile.

Q.3. Why is it said that the 1830s were the years of great hardships in Europe? Explain. (2020, 19, 17, 16,)

Ans.   The decade of 1830 had brought great economic hardship or crisis in Europe due to the following reasons:

(i) The first half of the 19th century saw an enormous increase in population all over Europe.

(ii) Job-seekers were more and employment opportunities were less.

(iii) People from rural areas migrated to cities and made cities over-crowded slums.

(iv) Small producers often faced stiff competition from imports of cheap machine-made goods.

(v) Peasants struggled under the burden of feudal dues and obligations.

Q.4. How did nationalism align with imperialism to become the cause of the First World war? Explain. (2020)

Ans. The Balkan states had become the region of intense rivalry among the Balkan states themselves for independence as well as the big powers for expansion and influence in the region. Reasons for the growth of nationalist tension in Balkan region:

(i) The Balkan was a region of geographical and ethnic variations comprising of modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina Slovenia, Serbia and Montenegro. The inhabitants were called Slavs.

(ii) The spread of romantic nationalism led to its disintegration.

(iii) Different Slavic nationalities struggled to define their identity.

(iv) Balkan region became a region of intense conflict over expansion of territory.

(v) At the same time, the great European Powers –Russia, Germany, England and Austria-Hungary were keen on taking the control of the Balkan region, since it was important from trade point of view.

(vi) This led to the series of wars in the region and finally became the cause of the First World War.

Important Previous Years’ Questions

Frederic sorrieu’s paintings, describe the significance of the statue of liberty in frederic sorrieu’s paintings “the dream of worldwide democratic and socialist republics” (2020).

Ans.  In the Sorrieu’s paintings the ‘Statue of Liberty’ is personified as women bearing the Torch of Enlightenment in one hand and the Charter of the Rights in the other. The statue signifies the rise of nationalism to establish nation states based on democratic principles with inalienable human rights.

Impact of the French Revolution

1. describe the event of the french revolution which had influenced the people belonging to other parts of europe. (2015).

(i) Students and other members of educated middle class began to set up Jacobin clubs.

(ii) Their activities and campaigns paved the way for the French armies which moved into Holland, Belgium, Switzerland and large parts of Italy.

(iii) Due to the outbreak of various revolutionary wars the French armies began to carry the idea of nationalism abroad.

(iv) Thus, a sense of collective identity prevailed upon the people in other parts of Europe.

2. “The first clear expression of nationalism came with the ‘French Revolution’ in 1789.” Examine the statement. (2017)

Ans . The event of the French Revolution was so big a movement toward creating a nation state that it is regarded as the first clear expression of nationalism in Europe as it inspired the people in other parts of Europe as well.

The events of the French Revolution that influenced the people in other parts of Europe are as follows:

(i) A new French flag was adopted to replace former Royal Standard.

(ii) The Estates General renamed as General Assembly, became an elected body.

(iii) Centralised administration and uniform civil laws were made for citizens.

(iv) Uniform weighing and measurement system was adopted.

(v) French became the national language of France.

The revolution gave people true power to shape the destiny of France. France became a nation-state and the world got a clear expression of nationalism through the French Revolution.

3. What was the status of France as a state before 1789? Which two political and constitutional changes came in the wake of the French Revolution? (2015)

Ans. Before 1789, France was a full-fledged territorial state under an absolute monarchy.

The two changes are:

• The French Revolution led to the transfer of sovereignty from monarchy to a body of citizens. This spread the message of rule by people’s representatives
• The revolution demonstrated that it was the people who would henceforth constitute the nation and shape its destiny. So, the French revolutionaries introduced various measures and practices that could create a sense of collective identity amongst the French people.

Rise of Nationalism – Developing a Sense of Collective Identity

1.  describe steps taken by french revolutionaries to create a sense of collective identity among the french people (2017, 16, 12, 10).

Ans. The French revolutionaries introduced various measures and practices that created a sense of collective identity amongst the French people—

(i) 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.

(ii) A new French flag, the tricolour, was chosen to replace the former Royal Standard.

(iii) The Estates General was elected by the body of active citizens and renamed the National Assembly.

(iv) New hymns were composed, oaths taken and martyrs commemorated, all in the name of the nation.

(v) A centralised administrative system was put in place and it formulated uniform laws for all the citizens within its territory.

(vi) Internal custom duties and dues were abolished and a uniform system of weights and measures was adopted.

(vii) Regional dialects were discouraged and French was promoted as the common language of the nation.

Napoleonic Code

1. list any three features of the civil code of 1804 usually known as the napoleonic code., or. how had napoleonic code exported to the regions under french control explain with examples..

Ans. Napoleonic Code of 1804 was exported to the regions under the French control with the following changes:

(i) Administrative divisions were simplified.

(ii) Feudal system was abolished.

(iii) The laws Freed peasants from serfdom and manorial dues.

(iv) In towns, guild restrictions were removed.

(v) Transport and communication system improved.

2.     How did the local people in the areas conquered by the Napoleon react to the French rule? (2014)

Or. describe the impact of napoleonic reforms on the rest of europe. (2015).

Ans. The impact of Napoleonic reforms in the rest of Europe was or the reaction of local people to the Napoleonic rule was as follows:

• At the beginning, many places such as Holland, Switzerland, Brussels, Mainz, Milan and Warsaw, the French armies were welcomed and greeted as harbinger of liberty.
• Later on, the Napoleonic rule became unpopular because people were disillusioned and turned foe when they had to face increased taxation, censorship and forced conscription. These problematic issues seemed to outweigh the advantages of the administrative changes.

3. Why was the Napoleonic rule over other regions unpopular with some sections of Europe? (2012)

Ans. The causes of unpopular Napoleonic rule over other regions were:

• Administrative reforms did not go hand-in-hand with political freedom in the newly conquered territories annexed into the French rule.
• The newly annexed regions had to bear increased taxation and censorship.
• The compulsory enlistment into the French armed forces to win other regions of Europe was not popular with the newly conquered people.

4.  Explain the changes which Napoleon introduced to make the administrative system more efficient in Europe (2011).

Or. “napoleon had destroyed democracy in france but in the administrative field, he had incorporated revolutionary principles in order to make whole system more rational and efficient. “analyse the statement with arguments. (2016).

Ans. Napoleon had destroyed democracy in France but in administrative field he had incorporated revolutionary principles in order to make the whole system more rational and efficient.

(i) All privileges based on birth were removed. (ii) He had established equality before law. (iii) Right to property was given. (iv) Simplified administrative divisions were made. (v) Feudal system was abolished and freed peasants from serfdom and manorial dues. (vi) Guild restrictions were removed. (vii) Transport and communication systems were improved. (viii) Standardised weights, measures and a common national currency was introduced.

New Conservatism – Treaty of Vienna

1. who hosted ‘vienna congress’ in 1815 analyse the main changes brought by the ‘vienna treaty.’ [delhi: 2017], or. how did conservatives establish their power after 1815 (2016,12), or.  explain the objectives of the treaty of vienna. (2011,12), or. how did the treaty of vienna change the map of europe (2012), or.  explain any three provisions the treaty of vienna of 1815. (2012).

• A New-Conservatism prevailed after the defeat of Napoleon in 1815. The new conservative order was established through the Treaty of Vienna 1915.
• The objectives of the Treaty of Vienna 1815 were to undo the victories of Napoleon and restore Europe to the revolutionary era with restoration of monarchies to establish a new conservative order.
• Congress of Vienna was hosted by the Austrian Chancellor Duke Metternich in 1815.

The following changes were made to redraw or change the map of Europe.:

• The Bourbon Dynasty, which had been deposed during the French Revolution, was restored to power and France lost the territories it had annexed.
• A series of states were set up on the boundaries of France to prevent the French expansion in future. Thus,
• The kingdom of the Netherlands, which included Belgium, was set up in the north and Genoa was added to Piedmont in the south.
• Prussia was given important new territories on its western frontiers, while Austria was given control of northern Italy.
• The German confederation of 39 states that had been set up by Napoleon was left untouched

2. Why did most of the ‘conservative regimes’ impose censorship laws to control printed material associated with the French Revolution in 1815? (2019)

• The regimes set up in 1815 were autocratic. They did not tolerate criticism and dissent.
• They sought to curb activities that questioned the legitimacy of their governments.
• Censorship laws were imposed to control what was said in newspapers, books, plays and songs and reflected the ideas of liberty and freedom associated with the French Revolution.
• The memory of the French Revolution nonetheless, continued to inspire liberals.

3.  Why in the years after 1848, the autocrats of central and Eastern Europe began to introduce the changes that had already taken place in Western Europe before 1815? Explain. (2016)

(i) There were numerous revolutions after the Treaty of Vienna challenging the conservative forces and the monarchies. Though conservative forces were able to suppress liberal movements in 1848, they could not restore the old order.

(ii) Monarchs were beginning to realise that the cycles of revolution and repression could only be ended by granting concessions to the liberal-nationalist revolutionaries.

(iii) Some steps were taken to address some issues that irked the people most. 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.

(iv) Thus, serfdom and bonded labour were abolished both in the Habsburg dominations and in Russia. The Habsburg rulers granted more autonomy to the Hungarians in 1867.

Liberalism and Zollverein

1. how were the ideas of national unity in early nineteenth century europe closely allied to the ideology of liberalism explain. (2020), or.  what does the term ‘liberalism’ mean what did it mean to different classes and people (2012).

Ideology of Liberalism

(i) Liberalism is derived from the Latin word ‘liber’ which means ‘free’.

(ii) Liberalism in the early 19th century stood for freedom for the individual and equality to all before law for the new middle classes.

(iii) Politically, it emphasised the concept of government by consent.

(iv) It stood for the end of autocracy and clerical privileges.

Ideas of national unity that allied to the ideology of liberalism:

(i) The abolition of state-imposed restrictions

(ii) Freedom for the individual

(iii) Equality of all before the law.

(iv) The concept of government by consent.

(v) End of autocracy and clerical privileges

(vi) A constitution and representative government through parliament.

(vii) Freedom of markets.

(viii) Removal of restrictions on the movement of goods and capital.

2.  Explain the conditions that were viewed as obstacles to the economic exchange and growth by the new commercial classes during the nineteenth century in Europe? (2014)

Or. interpret the concept of ‘liberalisation’ in the field of economic sphere during the 19 th  century in europe. (2019).

Ans. The following conditions were viewed as obstacles to the economic exchange and growth by the new commercial classes during the nineteenth century in Europe:

(i) The absence of freedom of markets.

(ii) State-imposed restrictions on the movement of goods and capital.

(iii) Time-consuming calculations resulting from the difference in currency, weight and measurement

3. How did a wave of economic nationalism strengthen the wider nationalist sentiment growing in Europe? Explain. (2015)

Ans. Economic nationalism strengthened the wider nationalist sentiment. Economically, liberalism stood for:

(i) Freedom of markets.

(ii) End of state -imposed restrictions on the movement of goods and capital.

(iii) A customs union or zollverein was formed by Prussia in 1834, which was joined by many German states. This union reduced the number of currencies from over thirty to two and abolished tariff barriers.

(iv) A network of railways led to great mobility and gave an impetus to national unity.

(v) It was assumed that economic unification like Zollverein would pave the way for national unification.

Giuseppe Mazzini

1.  what happened during the year following 1815 when the fear of repression drove many liberal-nationalists underground explain. (2016), or.  how had revolutionaries spread their ideas in many european states after 1815 explain with example. (2014).

Answer : After 1815, many liberal nationalists went underground for the fear of repression by autocratic monarchies.

(i) Secret societies sprang up in many European states to train revolutionaries and spread their ideas. Carbonari was one such secret society with many members as revolutionaries.

(ii) To be revolutionary at this time meant a commitment to oppose monarchical forms that had been established after the Vienna Congress, and to fight for liberty and freedom.

(iii) Most of these revolutionaries also saw the creation of nation-states as a necessary part of this struggle for freedom.

(iv) The Italian revolutionary Giuseppe Mazzini founded two 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.

(v) 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.

(vi) Following the footsteps of Mazzini, many secret societies were set-up in Germany, France, Switzerland and Poland

(vii) 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’.

2.  Describe the role of Giuseppe Mazzini as an Italian revolutionary. (2012)

Ans. The role of Giuseppe Mazzini as an Italian revolutionary:

Giuseppe Mazzini was a famous Italian revolutionary was born in 1807 in Genoa.

• He was the part of a secret society called Carbonari.
• In 1831, Mazzini was sent into exile for attempting a revolution in Liguria.
• He founded two secret societies—Young Italy in Marseilles and Young Europe in Berne. Members of these societies were like-minded young men from Poland, France, Italy and German states.
• Mazzini believed that God had intended nations to be the natural units of mankind.
• Mazzini believed in the unification of the small kingdoms and principalities in Italy to form a republic.
• Mazzini’s relentless opposition to monarchy and his vision of democratic republic frightened the conservatives.

Greek War of Independence

How did greek war of independence mobilise nationalists feeling among the educated elite across europe  (2020, 2011).

(i) Greek war of Independence of 1821 was a successful war waged for independence of Greece which had been a part of Ottoman Empire since the fifteenth century.

(ii) Revolutionary Nationalism inspired this struggle. West Europeans and Greeks in exile supported this struggle against the huge Muslim empire.

(iii) Greek poets and artists used the rich ancient heritage and culture of Greece to mobilise public opinion by calling it ‘the cradle of European civilisation’.

(iv) The English poet Lord Byron, organised funds, fought in war and died of fever in 1824.

(v) Treaty of Constantinople declared Greece Independent in July, 1832.

Another Answer:

Greek war of independence mobilized the nationalist feeling in Europe through the following ways:

(iv) Many Europeans had a natural sympathy for the ancient Greek civilisation.

(v) Europeans and Greek nationalist were against the Muslim Empire.

Romanticism – Role of language and Folk Culture

1. define the term romanticism. how did it facilitate the promotion of nationalist sentiment (2016), or.  how did romanticism pave the way for nationalism in europe explain. (2012).

Romanticism was a cultural movement which sought to develop a particular form of nationalist sentiments in the following ways.

(i) Critical approach towards reason and science: Romantic artists criticized the glorification of reason and science and focused on emotions, intuitions and mystical feeling.

(ii) Folk culture as the spirit of the nation: Johann Gottfried Herder claimed that through folk songs, folk poetry and folk dances, the true spirit of nation could be popularised. The Polish composer Karol Kurpinski celebrated and popularised the Polish nationalist struggle through his operas and music, by turning folk dances into nationalist symbols.

(iii) Emphasis on vernacular language: They gave emphasis on vernacular language to recover the national spirit and to carry the modern nationalist message to large audience who were mostly illiterate.

(iv) Language as a symbol of national resistance: Language also played an important role in developing nationalist sentiments. For example, it was mainly used as a weapon of national resistance when the Polish language was forced out of schools and the Russian language was imposed everywhere in Poland. Many members of the clergy in Poland began to use language as a weapon of national resistance.

Toppers Answers

2. “The development of nationalism did not come about only through wars and territorial expansion. Culture played an important role in creating the idea of the nation.” Elaborate upon the statement. (2016)

Or.  how did nationalism develop through the culture in europe explain. (2015), or.  how did culture play an important role in europe in creating the idea of the nation (2012,13).

Ans. Culture played an important role in creating the idea of a nation because of the following reasons:

(i) Romanticism was a cultural movement which sought to develop a particular form of nationalist sentiment

(ii) Romantic artists and poets generally criticized the glorification of reason and science and focused instead of emotions, intuitions and mystical feelings.

(iii) Art, poetry, stories and music helped in shaping nationalist feelings in Europe.

(iv) A sense of shared collective heritage based on common cultural past was developed and projected as the basis of the nation.

(v) German philosopher Johann Gottfried popularised true spirit of nation through folksongs, folk poetry and folk dance.

(vi) Speaking in the vernacular language was another expression of nationalism.

Long Answer:

Culture played an important role in creating the idea of the nation:

(a) Art and poetry, stories and music helped express and shape nationalist feelings.

(b) Romanticism, a cultural movement which sought to develop a particular form of nationalist sentiment. Though they generally criticized the glorification of reason and science and focused on emotions, intuition and mystical feelings. Their effort was to create a sense of a shared collective heritage, a common cultural past, as the basis of a nation.

(c) Romantics such as the 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 the nation was popularized.

(d) The emphasis on vernacular language and the collection of local folklore ignited the national spirit, and carried the modern nationalist message to large audiences who were mostly illiterate. This was especially so in the case of Poland, which had been partitioned.

(e) Language too played an important role in developing nationalist sentiments. After Russian occupation, the Polish language was forced out of schools and the Russian language was imposed. Many members of the clergy in Poland began to use language as a weapon of national resistance. Polish was used for Church gatherings and all religious instruction.

3.  Explain the role of languages in developing the national sentiment in Europe. (2011)

• Vernacular languages and local folklores played an important role in creating the idea of nation in Europe.
• This was especially so in the case of Poland which had been partitioned by the great powers — Russia, Prussia & Austria.
• Karol Kurpinski of Poland celebrated the national struggle through his operas and music, turning folk dances like the Polonaise, Mazurka into nationalist symbols. l
• After Russian occupation, the Polish language was forced out of schools and the Russian language was imposed everywhere. l
• Many members of the clergy in Poland began to use language as a weapon of national resistance. l Polish was used for church gatherings and all religious instructions. l
• As a result, a large number of priests and bishops were put in jail or sent to Siberia by the Russian authorities. l
• The use of Polish came to be seen as a symbol of struggle against Russian dominance.

Years of Great Hardship – 1830s

Why were the years of 1830s of great hardship in europe explain any five reasons. (2011), or. “the decade of 1830 had brought great economic hardship in europe”. support the statement with arguments. (2020,19,17, 16, 12, 11).

Ans. Economic hardships faced by Europe in the 1830s:

(i) There was enormous increase in population all over Europe. In most countries there were more seekers of jobs than employment.

(ii) Population from rural areas migrated to the cities to live in overcrowded slums.

(iii) Small producers in towns were often faced with stiff competition from imports of cheap machine-made goods from England.

(iv) In those regions of Europe where the aristocracy still enjoyed power, peasants struggled under the burden of feudal dues and obligations.

(v) The rise of food prices or a year of bad harvest led to widespread pauperism in town and country.

July Revolution of 1830

What were the effects of revolutionary upheaval in france in 1830 (2011).

Ans. The first upheaval took place in France in July 1830. The Bourbon kings who had been restored to power during the conservative reaction after 1815, were now overthrown by liberal revolutionaries, who installed a constitutional monarchy with Louis Philippe at its head. Metternich once remarked, “When France sneezes, the rest of Europe catches cold.” The July Revolution sparked an uprising in Brussels which led to Belgium breaking away from the United Kingdoms of the Netherlands.

Main Points

• The first upheaval took place in France in July 1830.
• The Bourbon Kings, who had been restored to power during the conservative reaction after 1815, were now overthrown by liberal revolutionaries, who installed a constitutional monarchy with Louis Philippe at its head.
• Most of the European countries followed France persistently and that is why Metternich said, ‘When France sneezes, the rest of Europe catches cold’.
• The July revolution sparked an uprising in Brussels which led to Belgium breaking away from the United Kingdom of the Netherlands.
• An event that mobilised nationalist feelings among the educated elite across Europe was the Greek war of Independence.

1848 Revolution of the Liberals

1. why was the period of 1848 considered as phase of the revolution of the liberals in europe explain. (cbse sqp 2020-21).

Ans. The period of 1848 was considered as phase of the revolution of the Liberals in Europe because of the following reasons:

(i) 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.

(ii) Germany, Italy, Poland, the Austro-Hungarian Empire – men and women of the liberal middle classes combined their demands for constitutionalism with national unification.

(iii) 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.

(iv) 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.

(v) 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.

(vi) 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.

(vii) Women had formed their own political associations, founded newspapers and taken part in political meetings and demonstration.

2.   Explain the 1848 revolution of the liberals. What were the political, social and economic ideas supported by the liberals?  (2012)

Ans.  The educated middle class led the Revolution of Liberals in 1848. They emphasised upon the following ideals:

(i) Politically, they stressed on the establishment of government by consent, freedom of press.

(ii) Socially, they asserted the abolition of all hereditary privileges.

(iii) Economically, they stood for abolition of trade restrictions imposed by the state.

(v) Middle-class professionals, businessmen and prosperous artisans came together in the city of Frankfurt to vote for an all-German National Assembly.

Frankfurt Parliament

(i) 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.

(ii) A Constitution was drafted which instructed the German nation to be headed by a monarchy subject to a parliament.

(iii) The parliament lacked a broader support as the parliament was dominated by the middle classes who resisted the demands of workers and artisans.

(iv) King of Prussia, Friedrich Wilhelm IV rejected the offer of crown and joined other monarchs to oppose the elected assembly.

(v) The Assembly could not sustain the opposition from monarchy and Junkers. It was forced to dissolve and was disbanded.

3. What were the political, social and economic ideas supported by the liberals, in Europe? (2011)

(i) The 1848 revolution was led by the educated middle class along with the poor, unemployed starving peasants and workers in many European countries for fulfilling their demand of constitutionalism with nation unification.

(ii) Political ideas: – In German regions, large number of political associations whose member were middle class professionals, business man and prosperous artisans came together in the city of Frankfurt and decided to vote for all German National Assembly.

(iii) Social ideas: – A large number of women had participated actively and formed their own political associations founded newspapers, took part in political meetings and struggled for right to vote.

(iv) Economic ideas: – Liberals struggled for abolition of serfdom and bonded labour and wanted freedom of market.

(v) Though conservative forces were able to suppress liberal movements in 1848, they could not restore the old order. Thus, serfdom and bonded labour were abolished.

4. What is the significance of 1848 for France and the rest of Europe? What did the liberals demand? (2011)

Ans. With many revolts, like revolts of the poor, unemployed workers and starving peasants during 1848 in Europe, the educated middle class of France also started a revolution for the abdication of the monarch and a republic based on universal male suffrage.

In other parts of Europe, men and women of the Liberal middle classes combined their demands for constitutionalism with national unification.

They took advantage of the growing popular unrest to push their demand for the creation of a nation- state on parliamentary principles — a constitution, freedom of press and freedom of association.

The issue of extending political rights to women was most controversial subject matter within the liberal movement in which large number of women had participated actively.

Explain any three reasons for the nationalist upsurge in the 19th century Europe. (2011)

Ans. Reasons for the Nationalist upsurge in the 19th century Europe.

(i) Oppression of people under absolute rulers.

(ii) Liberal ideas spread by well-known philosophers and leaders.

(iii) The French Revolution inspired the people to fight for freedom. The slogan ‘Liberty, Equality and Fraternity’ became the clarion call for the common people.

(iv) With the outbreak of revolutionary wars, the French army and its soldiers began to carry the ideas of nationalism abroad.

Unification of Germany

1.  describe the process of unification of germany. (2015, 11, 10).

(i) In the 1800s, nationalist feelings were strong in the hearts of the middle-class Germans.

(ii) During the Vienna Congress in 1815, Germany was identified as a loose confederation of 39 states.

(iii) They united in 1848 to create a nation-state out of the numerous German states.

(iv) Prussia soon became the leader of German unification movement.

(v) Chief Minister of Prussia Otto von Bismarck was the architect of the process with the support from the Prussian army and bureaucracy.

(vi) The unification process was completed after Prussia won wars with Austria, Denmark and France over a time period of seven years.

(vii) In January 1871, the Prussian King, William I, was proclaimed the German Emperor in a ceremony held at Versailles.

2.  Otto von Bismarck was the architect of ‘German Unification ‘. Explain. (2012)

Ans. Otto von Bismarck was the architect of Germany as he played an important role in the unification of the country with the help of army and tactful diplomacy. He is known for his policy of ‘Blood and Iron’.

(i) The revolution of the liberals led by middle-class Germans in 1848 tried to unite the different regions of the German confederation into a nation-state. It failed in its goal.

(ii) After the failure of the revolution of 1848, Prussian Chief Minister, Otto von Bismarck, with the help of the army and bureaucracy, carried out the task of unification.

(iii) Three wars over seven years with Austria, Denmark and France ended in Prussian victory and completed the process of unification.

(iv) On 18th January 1871, the Prussian King, Kaiser William I was proclaimed German Emperor in a ceremony held at Versailles in the presence of important officials, army representatives and Otto von Bismarck.

Unification of Italy

1.  describe the process of unification of italy. (2015, 14, 12).

Ans. Unification of Italy:

(i) During the middle of the 19th century, Italy was divided into seven states of which only one, Sardinia-Piedmont, was ruled by an Italian princely house.

(ii) The unification process was led by three revolutionaries—Giuseppe Mazzini, Count Camillo de Cavour, and Giuseppe Garibaldi

(iii) During 1830, Mazzini decided to unite Italy. He had formed a secret society ‘Young Italy’ to achieve his goal.

(iv) After earlier failures in 1831 and 1848, King Victor Emmanuel II took to unify the Italian states through wars.

(v) Through a tactful diplomatic alliance with France by Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859.

(vi) After earlier failures in 1831 and 1848, King Victor Emmanuel II took to unify the Italian states through wars.

(vii) Through a tactful diplomatic alliance with France by Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859.

(viii) Under the leadership of Garibaldi armed volunteers marched into South Italy in 1860 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.

(ix) In 1861, Victor Emmanuel II was proclaimed king of united Italy.

2.  Examine the conditions of Italy before unification. (2012)

Ans. Conditions of Italy before unification:

(i) The greatest problem in the unification of Italy was its fragmentation into several political units, each under a different authority.

(ii) Italians were scattered over several dynastic states as well as the multinational Habsburg Empire.

(iii) During the middle of the 19th century, Italy was divided into seven states.

(iv) Out of seven, only one Sardinia-Piedmont was ruled by an Italian princely house.

(v) The north was under Austrian Habsburgs.

(vi) The centre was ruled by the Pope.

(vii) Southern regions were under the Bourbon kings of Spain.

(viii) The Italian language had not acquired one common form. It still had many regional and local variations.

3.  Who was Cavour? Explain his contributions to the unification of Italy. (2011,12)

Ans. Cavour was the Chief Minister of Sardinia Piedmont. His contribution to the unification of Italy was:

(i) He was a good administrator.

(ii) He worked for the unification of Italy. through a tactful diplomatic alliance with France engineered by Cavour of Sardinia-piedmont.

(iii) He led the movement to unify the regions of Italy.

(iv) He was a tactful diplomat. He succeeded in defeating the Austrian forces in 1859.

4.  Describe the role of Giuseppe Mazzini in the Unification of Italy. (2012)

Ans. Giuseppe Mazzini was a famous Italian revolutionary was born in 1807 in Genoa. He inspired nationalism among people through his ideology of a United Italian republic and founded different societies to organise like-minded people.

Unification of Britain

1.  in britain the formation of the nation-state was not the result of a sudden upheaval or revolution. validate the statement with relevant arguments. (2016).

Ans. In Britain, the formation of the nation–state was not the result of a sudden upheaval or revolution. It was the result of a long-drawn-out process.

(i) The primary identities of the people who inhabited the British Isles were ethnic ones–such as English, Welsh, Scot or Irish. There was no British nation prior to the 18th century.

(ii) All of these ethnic groups had their own cultural and political traditions.

(iii) Because of steady growth of the English nation in case of wealth, importance and power, it was able to extend its influence over the other nations of the islands.

(iv) The Act of Union 1707 between England and Scotland resulted in the formation of the ‘United Kingdom of Great Britain’. It meant that England was able to impose its influence on Scotland.

(v) The English parliament, which had seized power from the monarchy in 1688 at the end of a protracted conflict, was the instrument through which a nation-state with England at its centre, came to be forged.

(vi) The growth of the British identity meant that Scotland’s distinctive culture and political institutions were systematically suppressed.

(vii) The Scottish Highlanders were forbidden to speak their Gaelic language or wear their national dress, and large numbers were forcibly driven out of their homeland.

(viii) The British imposed control over Ireland as well. The English favoured the Protestants of Ireland and helped them establish their dominance over a largely Catholic Ireland.

(ix) In 1801, Ireland was forcibly incorporated into the United Kingdom after a failed Irish revolt.

(x) The symbols of new Britain were the English language, the British flag (Union Jack) and the British national anthem (God Save Our Nobel King).

2. How did Britain come into existence as a nation-state? Explain. (2019)

Or.  describe the process of unification of britain. (2015).

Ans. Unification of Britain:

(i) Britain was not a nation state prior to 18th century. The primary identities were based on ethnicities such as English, Welsh, Scot or Irish.

(ii) The steady growth of power made the English nation extend its influence over the other nations and islands.

(iii) In 1688, England was established as a nation state. English parliament seized power from the monarchy.

(iv) In 1707, the United Kingdom of Great Britain formed with the Act of the Union between England and Scotland.

(v) England dominated Scotland and Ireland in all spheres. British parliament was dominated by English members.

(vi) Ireland was forcibly taken by the British after the failed revolution led by Wolfe and his United Irishmen (1798).

(vii) Thus, a new “British nation” was formed with the dominating English culture, its national anthem and British national Flag.

3.  With reference to Scotland and Ireland, explain how British Nationalism grew at the cost of other cultures. (2012)

Ans. A new “British nation” was formed at the cost of other cultures of Scotland and Ireland.

(i) Through the Act of Union (1707), England was able to impose its influence on Scotland.

(ii) The growth of the British identity meant that Scotland’s distinctive culture and political institutions were systematically suppressed.

(iii) The Scottish Highlanders were forbidden to speak their Gaelic language or wear their national dress, and large numbers were forcibly driven out of their homeland.

(iv) Ireland was also divided between Catholics and Protestants.

(v) Ireland was forcibly incorporated in the UK after the failed revolution led by Wolfe and his United Irishmen (1798).

Visualising the Nation

1.  how had the female figures become an allegory of the nation during nineteenth century in europe analyse. (2016).

Ans. Artists in the eighteenth and nineteenth centuries found a way out by personifying a nation. They portrayed a country as a female figure.

(a) The female form that was chosen to personify the nation did not stand for any particular woman in real life.

(b) It gave an abstract idea of the nation a concrete form.

(c) The female figure became an allegory of the nation.

(d) In France she was named Marianne and in Germany she was named Germania.

During the French Revolution, artists used the formal allegory to portray ideas such as Liberty, Justice and the Republic.

Female figures became an allegory of the nation during the nineteenth century in Europe in the following ways:

• 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.
• 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.
• 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

2. ‘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.” Examine this statement in context of European nationalism in five points. (2012)

(i) Artists personified the nation — portrayed nation as a female figure.

(ii) Artist used the female allegory to portray ideas such as liberty, justice and the republic.

(iii) Statues of Marianne were erected in public squares to remind the national symbol of unity and to persuade them to identify with it.

(iv) Marianne images were marked on coins and stamps.

(v) Germania became the allegory of the German nation. She wears a crown of oak leaves, as in Germany oak stands for heroism.

3.  Name the female allegory who represents France. Describe her main characteristics. (2012)

Ans. Marianne was the female allegory who represented France. Her characteristics were drawn from:

(i) Those of liberty and republic.

(ii) These were the red cap, the tricolour, the cockade.

(iii) 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.

(iv) Her images were marked on coins and stamps of 1850.

Balkan Crisis – Nationalism Aligns with Imperialism

1. how did nationalism align with imperialism to become the cause of the first word war explain.  (2020), or.  “nationalism no longer retained its idealistic liberal democratic sentiment by the last quarter of the nineteenth century in europe.”  analyse the statement with examples. (2016), or. “the idealistic liberal-democratic sentiment of nationalism in the first half of nineteenth century became a narrow creed with limited ends.”  examine the statement. (2015).

Sentiment of Nationalism in the first half of the 19th century aimed at building of nation states based on common heritage and identity but the same sentiment of nationalism became a narrow creed with limited ends by the last quarter of the nineteenth century in Europe.

Nationalism and imperialism encouraged each European nation to pursue its own interests and compete for power. Nationalism aligned with imperialism, led Europe to disaster in 1914.

(i) Towards the last quarter of the 19th century, nationalism could not retain its idealistic liberal-democratic sentiments of the first half of the century but became a narrow belief with inadequate ends.

(ii) Nationalist groups became increasingly intolerant, which led to war.

(iii) Major European powers manipulated the nationalist aspirations to further their own imperialist aims.

(iv) Source of nationalist tension in Europe was the area called Balkans.

(v) Idea of romantic nationalism in the Balkan together with the disintegration of the Ottoman Empire made this region very explosive.

(vi) One by one, European nationalities broke away from its control and declared independence.

(vii) The Balkan people based their claims for independence or political rights on nationality to prove that they were once independent but were subjugated by a foreign power.

(viii) Slavic nationalities struggled to define their identity and independence. Hence, the Balkan area became an area of intense conflict.

(viii) The entry and rivalry of big powers – Austro-Hungry, Russia, Britain, Germany – worsened the situation in the region and all this led to the First World War in 1914.

2. Highlight the reasons for the growth of nationalist tensions in the Balkan region before the First World War. (CBSE SQP, 2020-21)

Or. describe the explosive conditions prevailed in balkans after 1871 in europe. (2018), or.  briefly trace the geographical and ethnic variations of balkan region. why did this region become politically very explosive (2014), or. what is meant by balkan why did it turn into a perennial source of tension and proved the battlefield of the first world war (2012).

(i) The Balkans was a region of geographical and ethnic variations comprising modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro.

(ii) The inhabitants of these regions were known as Slavs.

(iii) A large part of Balkans was under the control of the Ottoman empire while some other parts were under the control of Russia and Austria causing a complex problem.

(iv) The spread of the ideas of Romantic nationalism in the Balkans together with the disintegration of the Ottoman Empire made the region very explosive.

(v) The Balkan area became an area of intense conflict as different Slavic nationalities struggled for their independence. The Balkan people based their claim for independence or political rights on nationality and desired to win back their long lost freedom.

(vi) The Balkan region became a region of intense conflict over expansion of territory. The Balkan states were fiercely jealous of each other and each hoped to gain more territory at the expense of others.

(vii) At the same time the Balkan region also became the source of big power rivalry among the European powers over trade, colonies and military might.

(viii) The big powers – Russia, Germany, England, and Austria-Hungary—were keen on countering the hold of other powers over the Balkans, and extending its own control over the area.

(ix) This led to the series of wars in the region and finally became the cause of the First World War.

3. How did the disintegration of the Ottoman Empire make Balkan region very explosive? Explain. (2014)

• The spread of the ideas of romantic nationalism in the Balkans together with the disintegration of the Ottoman Empire made this region very explosive after 1871.
• One by one, its European subject nationalities of the Ottoman empire, broke away from its control and declared independence. The Balkan people 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. This made the Balkans an area of intense conflict. The Balkan states were fiercely jealous of each other and each hoped to gain more territory at the expense of the others.
• Matters were further complicated because the Balkans also became the scene of big power rivalry. During this period, there was intense rivalry among the European powers over trade and colonies as well as naval and military might.
• All this led to the First World War.

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The Rise of Nationalism in Europe Class 10 Important Questions with Solutions PDF

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• Nationalism in India Class 10 Case Study Social Science History Chapter 2

Last Updated on September 2, 2024 by XAM CONTENT

Hello students, we are providing case study questions for class 10 social science. Case study questions are the new question format that is introduced in CBSE board. The resources for case study questions are very less. So, to help students we have created chapterwise case study questions for class 10 social science. In this article, you will find case study for CBSE Class 10 Social Science History Chapter 2 Nationalism in India. It is a part of Case Study Questions for CBSE Class 10 Social Science Series.

	Nationalism in India
	Case Study Questions
	Competency Based Questions
	CBSE
	10
	Social Science – History
	India and the Contemporary World-II
	Nationalism in India
	Class 10 Studying Students
	Yes
	Mentioned

Table of Contents

Case Study Questions on Nationalism in India Class 10

Read the following passage and answer the questions:

Mahatma Gandhi’s thoughts on Satyagraha

‘It is said of “passive resistance” that it is the weapon of the weak, but the power which is the subject of the article can be used only by the strong. This power is not passive resistance; indeed, it calls for intense activity. The movement in South Africa was not passive but active….’ Satyagraha is not physical force. A Satyagrahi does not inflict, pain on the adversary; he does not seek his destruction…. In the use of Satyagraha, there is no ill-will whatever.’

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

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

Difficulty Level: Medium

Q. 1. What type of movement Gandhiji organised in South Africa? Ans. Gandhiji organised his first campaign of Satyagraha or mass civil disobedience movement in South Africa to fight against injustice and class division.

Q. 2. Why is Satyagraha considered as pure soul-force? Ans. In the use of Satyagraha, there is no ill-will. One could win the battle through non-violence and this could be done by appealing to the conscience of the oppressor. Also, the people had to be persuaded to see the truth instead of being forced to accept truth through the soul-force.

Q. 3. How has Gandhiji described passive resistance? Ans. Gandhiji described passive resistance as a weapon of the weak and did not exclude the use of physical force or violence for the purpose of gaining one’s end. He explained passive resistance as the concept to fight against something evil but never hurting the opponent.

Nationalism in India

Modern nationalism in Europe come to be associated with the formation of nation-states. It also meant a change in people’s understanding of who they were and what defined their identity and sense of belonging. New symbols and icons, new songs and ideas forged new links and redefined the boundaries of communities. In most countries the making of this new national identity was a long process. How did this consciousness emerge in India?

In India and as in many other colonies, the growth of modern nationalism is intimately connected to the anti-colonial movement. People began discovering their unity in the process of their struggle with colonialism. The sense of being oppressed under colonialism provided a shared bond that tied many different groups together. But each class and group felt the effects of colonialism differently, their experiences were varied and their notions of freedom were not always the same. The Congress under Mahatma Gandhi tried to forge these groups together within one movement. But the unity did not emerge without conflict.

Q. 1. What was people’s understanding of nation? Ans. People understood the nation as a community of people formed on the basis of a combination of shared features such as language, history, ethnicity. culture and/or territory. Thus, a nation refers to the collective identity of a group of people understood as defined by those features.

Q. 2. How was the growth of modern nationalism intimately connected to the anti-colonial movement? Ans. The growth of modern nationalism intimately connected to the anti-colonial movement in the following ways: (i) Colonisation affected people’s freedom. (ii) The sense of oppression and exploitation become a common bond for people of different groups that resulted in the growth of nationalist ideals. (iii) People began discovering their unity in the process of their struggle with colonialism.

Q. 3. How did people in India develop a sense of collective belonging? Explain. Ans. People in India developed a sense of collective belonging in the following ways: (i) The creation of the image of Bharat Mata by Bankim Chandra Chattopadhyay created a sense of oneness among the people. (ii) The creation of the India flag by Gandhiji created the nationalism feel among the citizens.

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The Making of a Global World Class 10 Case Study Social Science History Chapter 3

The rise of nationalism in europe class 10 case study social science history chapter 1, topics from which case study questions may be asked.

• Explore various facets of Nationalistic movements that ushered in the sense of Collective Belonging
• Discuss the impact of the first world war on triggering two defining movements (Khilafat & Non-cooperation Movement) in India.
• Assess/ appraise the role of Mahatma Gandhi and other leaders in the two movements (NCM & CDM)

Nationalism spreads when people begin to believe that they are all part of the same nation and bounded together by a sense of belongingness. The First World War, the Khilafat and the Non-cooperation Movement were instrumental in shaping the nationalist movement in India. In 1914, First World War broke out in Europe and Britain was an active participant in it.

In India, the growth of nationalism is closely related to anti-colonial movement like that of Vietnam and many other colonies .

Frequently Asked Questions (FAQs) on Nationalism in India Class 10 Case Study

Q1: what are case study questions.

A1: Case study questions are a type of question that presents a detailed scenario or a real-life situation related to a specific topic. Students are required to analyze the situation, apply their knowledge, and provide answers or solutions based on the information given in the case study. These questions help students develop critical thinking and problem-solving skills.

Q2: How should I approach case study questions in exams?

A2: To approach case study questions effectively, follow these steps: Read the case study carefully: Understand the scenario and identify the key points. Analyze the information: Look for clues and relevant details that will help you answer the questions. Apply your knowledge: Use what you have learned in your course to interpret the case study and answer the questions. Structure your answers: Write clear and concise responses, making sure to address all parts of the question.

Q3: What are the benefits of practicing case study questions from your website?

A3: Practicing case study questions from our website offers several benefits: Enhanced understanding: Our case studies are designed to deepen your understanding of historical events and concepts. Exam preparation: Regular practice helps you become familiar with the format and types of questions you might encounter in exams. Critical thinking: Analyzing case studies improves your ability to think critically and make connections between different historical events and ideas. Confidence: Practicing with our materials can boost your confidence and improve your performance in exams.

Q4: What are the important keywords in this chapter “Nationalism in India”?

A4: Important keywords for CBSE Class 10 Nationalism in India are given below: Forced Recruitment: A process by which the colonial state forced people to join the army. Boycott: The refusal to deal and associate with people, or participate in activities, or buy and use things; usually a form of protest. Picket: A form of demonstration on protest by which people block the entrance to a shop, factory or office. Begar: Labour that villagers were forced to contribute without any payment.

Q5: What are the important date line in CBSE Class 10 History “Nationalism in India”?

A5: Important date line given below: 1918–19: Distressed UP peasants organised by Baba Ramchandra. April 1919: Gandhian hartal against Rowlatt Act; Jallianwala Bagh massacre. January 1921: Non-Cooperation and Khilafat movement launched. February 1922: Chauri Chaura: Gandhiji withdraws Non-Cooperation movement. May 1924: Alluri Sitarama Raju arrested ending a two-year armed tribal struggle. December 1929: Lahore Congress; Congress adopts the demand for ‘Purna Swaraj’. 1930: Ambedkar establishes Depressed Classes Association. March 1930: Gandhiji begins Civil Disobedience Movement by breaking salt law at Dandi. March 1931: Gandhiji ends Civil Disobedience Movement. December 1931: Second Round Table Conference. 1932: Civil disobedience re-launched.

Q6: What do you mean by Forced Recruitment?

A6: It is a process by which the colonial state forced people to join the army.

Q7: What was the idea of Satyagraha?

A7: The idea of Satyagraha emphasised the power of truth and the need to search for truth.

Q8: Why did Mahatma Gandhi organise a Satyagraha in Kheda district of Gujarat?

A8: In 1917, Mahatma Gandhi organised a Satyagraha to support the peasants of Kheda. The peasants of Kheda could not pay the revenue because of the crop failure and plague epidemic and were demanding that revenue collection to be relaxed.

Q9: What do you mean by Boycott?

A9: The refusal to deal and associate with people or participate in activities or buy and use things usually a form of protest.

Q10: Who was Alluri Sitaram Raju?

A10: Alluri Sitaram Raju was the leader of revolt in the Guden Hills of Andhra Pradesh. He claimed that he had a variety of special powers. He could make correct astrological predictions and heal people, and he could survive even bullets.

Q11: Are there any online resources or tools available for practicing “ Nationalism in India” case study questions?

A11: We provide case study questions for CBSE Class 10 Social Science on our  website . Students can visit the website and practice sufficient case study questions and prepare for their exams.

Related Posts

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

10 questions mcq test - case based questions test: the rise of nationalism in europe, 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

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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

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.

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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