CBSE Class 10 Social Science Advanced The Rise of Nationalism in Europe Long Answer Questions Set 01

Long Answer Questions

Question 1. Explain the impact of French Revolution on the rest of Europe.
Answer:
1. Spread of ideas: The ideas of liberty, equality and fraternity and of the nation reached other countries. Students and educated middle-class people set up Jacobin clubs.
2. Idea of the nation: The Revolution created the idea of a nation of citizens with equal rights under a constitution and replaced loyalty to a monarch with loyalty to the nation.
3. Napoleon's reforms: In the lands he conquered he brought the Civil Code, ended feudalism and serfdom, removed guild restrictions and simplified administration.
4. Reaction: The conquests also produced hostility because of taxes, censorship and forced recruitment, which in turn stirred national feelings against French rule.
5. Later revolutions: Liberal and nationalist movements in 1830 and 1848 drew their inspiration from the Revolution, so that Metternich remarked that when France sneezes, Europe catches cold.
In simple words: The Revolution spread liberty and national ideas, and Napoleon's conquests carried reforms and also produced resistance.

Teacher's Note:
1. Give the answer in five clear points with headings.
2. End with Metternich's remark.

Question 2. Describe the conditions in eastern and central Europe before the emergence of nation states in the region.
Answer:
1. The region was ruled by autocratic monarchies, mainly the Habsburg and Ottoman empires and Russia, and had no nation-states.
2. In the Habsburg Empire people of many languages and ethnic groups lived together (German, Magyar, Czech, Polish, Italian, Slovene and others); only loyalty to the emperor held them together.
3. Germany and Italy were broken into many kingdoms, duchies and cantons whose rulers governed their own territory.
4. The landed aristocracy was the dominant class, and most people were peasants, many of them bound by feudal dues and serfdom.
5. The middle class was small and the liberal ideas of the educated were still new.
6. Rulers did not allow free speech, and censorship laws controlled newspapers and books.
In simple words: The region was divided among empires and small states with mixed peoples and no common national identity.

Teacher's Note:
1. Mention the Habsburg Empire as the best example.
2. Part of this answer comes from the NCERT text on the Habsburg Empire; the chapter has only the German and Italian details.

Question 3. What were the changes brought about in Europe by the Congress of Vienna?
Answer:
The Congress of Vienna (1815), held by the powers that had defeated Napoleon, drew up the Treaty of Vienna to undo the changes of the Napoleonic wars. Its changes were:
1. The Bourbon dynasty was restored in France, and France lost the territories it had annexed.
2. A set of states was set up on France's borders to prevent future expansion: the Kingdom of the Netherlands (with Belgium) in the north and Genoa added to Piedmont in the south.
3. Prussia received new western territories and Austria got control of northern Italy.
4. The German confederation of 39 states was left untouched.
5. Russia received part of Poland and Prussia part of Saxony.
6. The aim was to restore monarchies and create a new conservative order.
In simple words: The Congress restored old monarchies and drew new borders to keep France in check.

Teacher's Note:
1. List the six changes in the order of the treaty.
2. Mention the host Metternich.

Question 4. Compare and contrast the nationalism in Europe and Anticolonial nationalism.
Answer:
Similarities
1. Both were inspired by a feeling of collective unity and the wish for freedom.
2. Both aimed to form independent nation-states.
Differences
1. In Europe nationalism arose in the nineteenth century from the French Revolution, with the middle classes uniting small states (Germany, Italy) or breaking up empires (the Habsburg and Ottoman empires). Anti-colonial nationalism arose in colonies of European powers, where people fought foreign rule.
2. European nationalism was directed against autocratic rulers and aristocratic privilege, and later became aligned with imperialism. Anti-colonial nationalism was directed against imperialism itself.
3. In Europe the feeling was based on shared language, culture or history. In the colonies the sense of unity was forged mainly through the common struggle against the colonial power.
In simple words: Both wanted nation-states, but Europe united or broke empires, while colonies fought foreign rule.

Teacher's Note:
1. Use a two-part structure: likeness and difference.
2. The last paragraph of the chapter is your main source.

Question 5. How did culture play an important role in creating the idea of the nation in Europe? Explain with four examples.
Answer:
Culture such as art, poetry, stories and music helped to build national feeling.
1. Romanticism: Romantic artists stressed emotion and a shared cultural past as the base of a nation.
2. Herder and folk culture: Herder said true German culture was among the common people, and folk songs, poetry and dances were collected.
3. Language and folklore: Local languages and folk tales were used to spread nationalist ideas among a mostly illiterate population.
4. Polish music: Karol Kurpinski turned the polonaise and mazurka into national symbols, keeping Poland's identity alive even though Poland no longer existed as a state.
5. Allegories: Marianne and Germania gave the nation a visible form.
In simple words: Songs, folklore, language and pictures built a shared national feeling.

Teacher's Note:
1. Give at least four examples as asked.
2. Keep each example in one line.

Question 6. Describe the reaction of the German monarch to the demands made by the revolutionaries in 1848.
Answer:
1. In May 1848 the Frankfurt Parliament drafted a constitution for a German nation headed by a monarchy answerable to parliament, and offered the crown to Friedrich Wilhelm IV, King of Prussia.
2. He rejected the offer and joined other monarchs in opposing the elected assembly.
3. The aristocracy and the army, strengthened by the monarch's refusal, took action against the parliament, and its social support grew weaker.
4. The parliament had also lost the support of workers and artisans because the middle-class members resisted their demands.
5. As a result the liberal movement of 1848 failed, but it could not restore the old order.
In simple words: The Prussian king refused the crown and the assembly collapsed.

Teacher's Note:
1. Write that the king joined other monarchs.
2. Add the reasons why the parliament was weak.

Question 7. How was the formation of the nation state the result of a long-drawn-out process in Britain? Explain.
Answer:
1. Britain's nation-state was formed slowly, without a sudden revolution. There was no British nation before the eighteenth century; people identified as English, Welsh, Scots or Irish.
2. As England grew rich and powerful, it spread its influence over the other nations of the islands. The English parliament took power from the monarchy in 1688.
3. The Act of Union (1707) joined England and Scotland as the United Kingdom of Great Britain. England dominated, and Scottish culture and institutions were suppressed.
4. Ireland, divided between Catholics and Protestants, was dominated by the Protestants backed by England. After the failed revolt of Wolfe Tone and the United Irishmen (1798) it was made part of the United Kingdom in 1801.
5. A British nation was built by promoting the Union Jack, the national anthem and the English language, while older nations became junior partners.
In simple words: Britain's nation was built step by step between 1688 and 1801, with England in the lead.

Teacher's Note:
1. Give the dates 1688, 1707 and 1801.
2. Say that it was not a revolution.

Question 8. Trace the events of unification of Italy, with reference to the role of Mazzini, Cavour and Garibaldi.
Answer:
Background: In the middle of the nineteenth century Italy was divided into seven states and only Sardinia-Piedmont had an Italian ruling house.
Mazzini: He formed Young Italy (and Young Europe) to work for a united republic, but the uprisings of 1831 and 1848 failed.
Cavour: Chief Minister of Sardinia-Piedmont under Victor Emmanuel II, he made a diplomatic alliance with France. With its help the Austrian forces were defeated in 1859.
Garibaldi: He led armed volunteers (the Red Shirts), marched into South Italy and the Kingdom of the Two Sicilies in 1860 and won the support of the peasants to drive out the Bourbon rulers.
Result: In 1861 Victor Emmanuel II was proclaimed king of united Italy.
In simple words: Mazzini inspired, Cavour planned and Garibaldi fought, and Italy was united in 1861.

Teacher's Note:
1. Give each leader a separate paragraph.
2. End with the year 1861.

Question 9. Explain the growth of modern nationalism in Europe.
Answer:
1. French Revolution: Ideas of la patrie, le citoyen, the tricolour and equal rights created the idea of a nation of citizens.
2. Napoleon: The Civil Code and administrative reforms carried these ideas across Europe.
3. New middle class and liberalism: The educated middle class wanted national unity, a constitution and free markets.
4. Reaction of 1815: The conservatives of the Vienna Congress suppressed liberals, who turned to secret societies and revolution (1830 and 1848).
5. Culture: Romantic artists, folk songs and allegories spread national feeling.
6. Unification: Italy (1861) and Germany (1871) became nation-states.
7. Imperialism: Nationalism in the Balkans and the rivalry of the great powers led to the First World War in 1914.
In simple words: Modern nationalism grew from the French Revolution through liberal revolts to the unification of Italy and Germany.

Teacher's Note:
1. This is a summary question, so use one line per stage in time order.
2. End with the Balkans and 1914.

Question 10. Briefly trace the process of German unification.
Answer:
1. Before unification the German-speaking regions formed a confederation of 39 states; in 1834 a customs union (Zollverein) led by Prussia began economic unity.
2. In 1848 middle-class liberals tried to unite Germany through the Frankfurt Parliament, but the Prussian king rejected the offer and the monarchy and army crushed the attempt.
3. Prussia then took the lead, with Chief Minister Otto von Bismarck pursuing a policy of blood and iron.
4. Three wars in seven years, with Denmark, Austria and France, ended in Prussian victory.
5. In January 1871 William I was proclaimed German Emperor at Versailles in the Hall of Mirrors.
6. The new state modernised its currency, banking, legal and judicial systems.
In simple words: Prussia united Germany by war under Bismarck, ending with the empire of 1871.

Teacher's Note:
1. Follow the order: Zollverein, 1848, Bismarck's wars, 1871.
2. Name the Hall of Mirrors.

Question 11. Study the given passage and answer the question that follow: 'A nation is the culmination of ....................................... ............................................................. and only one master.' (Source A, page no. 04)
(i) From whose speech have these words been quoted? (ii) Explain the meaning of 'Plebiscite'. (iii) Examine the concept of 'nation' as given in the above passage.
Answer:
(i) The words are taken from the lecture 'What is a Nation?' given by the French philosopher Ernest Renan at the University of Sorbonne in 1882.
(ii) A plebiscite is a direct vote by which all the people of a region are asked to accept or reject a proposal. Renan said that the existence of a nation is a 'daily plebiscite', meaning that it depends on the people's continuing will to live together.
(iii) According to Renan, a nation is the result of a long past of efforts, sacrifices and devotion. Its social capital is a heroic past, great men and glory. The essential conditions for being a people are common glories in the past and a common will in the present, and having done great things together and wishing to do more. A nation is thus a large-scale solidarity. It never has a real interest in keeping or annexing a region against its will, and the wishes of the people are the only legitimate test.
In simple words: Renan said a nation lives by its people's shared past and their common will to stay together.

Teacher's Note:
1. The book prints only the first and last words of the passage, so the third part is answered from Renan's known lecture.
2. Learn the phrase 'daily plebiscite'.

Question 12. How has French artist Fredric Sorrieu, visulaised in his first print, of the series of four prints, his dreams of a world made up of 'democratic and social republics'? Explain.
Answer:
Frederic Sorrieu made a series of four prints in 1848. In the first print:
1. A long train of men and women of all ages and classes from Europe and America walks past the statue of Liberty and pays homage to it.
2. The statue, a woman, holds the torch of Enlightenment in one hand and the Charter of the Rights of Man in the other.
3. In the foreground lie the broken remains of the symbols of absolutist institutions.
4. The peoples are grouped as distinct nations, identified by their flags and national costumes.
The picture thus shows a dream of free nations living together in a world of democratic and social republics.
In simple words: Sorrieu showed the free nations of the world paying homage to Liberty while old tyranny lay shattered.

Teacher's Note:
1. Mention Liberty's torch and the Charter.
2. Describe the nations by their flags and costumes.

Question 13. When did the first clear-cut expression of nationalism come in France? How did the French Revolution lead to the transfer of sovereignty from the monarchy to a body of French citizens? Explain any three measures taken by the French revolutionaries in this regard.
Answer:
When: The first clear expression of nationalism came with the French Revolution in 1789.
Transfer of sovereignty: The Revolution declared that the people, and not the king, were the source of power. The Estates General became the National Assembly, elected by the body of active citizens, and a constitution was drawn up. The ideas of la patrie and le citoyen created a community of citizens with equal rights.
Three measures:
1. A new flag, the tricolour, replaced the royal standard, and new hymns, oaths and martyrs were commemorated in the name of the nation.
2. A centralised administration made uniform laws, and internal customs duties were abolished, with one system of weights and measures.
3. Regional dialects were discouraged and Parisian French became the national language.
In simple words: Nationalism first appeared in 1789 when the people took power from the king and created common symbols.

Teacher's Note:
1. Answer the three parts separately with headings.
2. Choose any three measures only.

Question 14. Explain liberalism in political and economic fields prevailing in Europe in the nineteenth century.
Answer:
Political:
1. Freedom of the individual and equality of all before the law.
2. Government by consent, a constitution and representative government through parliament.
3. End of autocracy and clerical privileges.
4. Equality before the law did not mean votes for all; the vote was limited to property-owning men, so women and non-propertied men organised movements for political rights.
Economic:
1. Freedom of markets and removal of state-imposed restrictions on the movement of goods and capital.
2. Abolition of tariff barriers, as with the Zollverein (1834), which cut the number of currencies from over thirty to two.
3. Common weights, measures and currency, supported by railways.
In simple words: Liberalism meant freedom and constitutional government in politics and free trade in the economy.

Teacher's Note:
1. Use the two headings political and economic.
2. Mention the Zollverein.

Question 15. 'Culture played an important role in creating the idea of the nation in Europe.' Support the statement with examples.
Answer:
Wars and conquests aroused national feeling, but culture gave it lasting form.
1. Romantic artists and poets stressed feeling and a shared heritage, and so built a sense of belonging.
2. Johann Herder said true German culture lay among the common people, so folk songs and dances were collected and celebrated.
3. Local languages were encouraged and folklore was collected to carry the nationalist message to illiterate people; the Grimm brothers collected folk tales.
4. In Poland, music and the Polish language kept national feeling alive; Karol Kurpinski turned the polonaise and mazurka into symbols.
5. Artists personified the nation as Marianne in France and Germania in Germany.
In simple words: Songs, language, folktales and pictures taught people to think of themselves as one nation.

Teacher's Note:
1. This is the same idea as Question 30, so give four clear examples.
2. Name Herder, Kurpinski and Marianne.

Question 16. Explain any four provisions of the Napoleon Civil Code -1804.
Answer:
The Civil Code of 1804 (the Napoleonic Code) provided that:
1. All privileges based on birth were abolished.
2. All citizens were equal before the law.
3. The right to property was secured.
4. The feudal system was ended and peasants were freed from serfdom and manorial dues.
5. Guild restrictions in towns were removed; a uniform system of weights and measures and better transport were also introduced.
In simple words: The Code brought equality before the law, protected property and ended feudal dues.

Teacher's Note:
1. Write four points in a list.
2. The Code was spread by Napoleon to the lands he ruled.

Question 17. Explain any four measures introduced by French Revolutionaries to create a sense of collective identity among the people of France.
Answer:
1. The ideas of la patrie and le citoyen stressed a united community with equal rights under a constitution.
2. A new flag, the tricolour, replaced the royal standard, and new hymns, oaths and martyrs commemorated the nation.
3. The Estates General was elected by active citizens and renamed the National Assembly.
4. A centralised administration made uniform laws for all citizens.
5. Internal customs duties were abolished, and uniform weights and measures were adopted.
6. Regional dialects were discouraged and Paris French became the common language.
In simple words: A common flag, laws, language and equal rights made the French feel like one nation.

Teacher's Note:
1. Pick any four from the list.
2. Give both the symbol and the law side.

Question 18. Explain any four economic hardships that Europe faced in the 1830s.
Answer:
1. Population growth: Population rose sharply, so there were more job seekers than jobs.
2. Urban slums: Migrants from the countryside crowded into overcrowded cities.
3. Competition: Small producers could not compete with cheap machine-made goods from England, specially in textiles.
4. Feudal dues: In the countryside peasants were burdened with feudal dues and obligations.
5. Food shortages: Rising food prices and bad harvests brought hunger and unemployment, which led to the revolts of 1830 and 1848, including the weavers' revolt in Silesia (1845).
In simple words: The 1830s brought a lot of people, few jobs, cheap imports and high food prices.

Teacher's Note:
1. Give four points; the fifth shows the result.
2. Silesian weavers are a good example.

Question 19. Explain any four ideas of Liberal Nationalists in the economic sphere.
Answer:
1. Freedom of markets and the abolition of state restrictions on the movement of goods and capital.
2. Removal of tariff barriers and customs duties between states.
3. A common currency and uniform weights and measures to remove time-consuming calculations.
4. A unified territory as a larger market for production and trade, which the Zollverein (1834) began.
5. Railways and better transport to join regions and bind economic interests to national unity.
In simple words: Liberal nationalists wanted one free national market with common money and measures.

Teacher's Note:
1. Relate each idea to the Zollverein.
2. Friedrich List's name earns extra credit.

Question 20. Identify the Italian states before Italy's unification in 1858 and write their names on the space on the map given below.
Answer:
The map is not reproduced here. Before unification, Italy was divided into seven states (Lombardy and Venetia, both under Austria, are counted together), listed here roughly from north to south:
1. Sardinia-Piedmont (north-west, ruled by an Italian princely house);
2. Lombardy (north, under Austria) and Venetia (north-east, under Austria);
3. Parma, Modena and Tuscany (central-north small duchies);
4. The Papal States (central Italy, ruled by the Pope);
5. The Kingdom of the Two Sicilies (south Italy and the island of Sicily, ruled by the Bourbons).
In simple words: Before 1858 Italy was split into Sardinia-Piedmont, Lombardy, Venetia, small duchies, the Papal States and the Two Sicilies.

Teacher's Note:
1. The book's outline map with blanks is omitted; practise the names on an outline map of Italy.
2. Colour Sardinia-Piedmont first because it led unification.

Question 21. Describe the role of French for the development of colonies.
Answer:
The question is not covered in the chapter text. Taken as the role of the French in developing their colonies, the following points are usually made:
1. France built a large overseas empire (in Indo-China, North and West Africa and other places) and used it as a source of raw materials and a market for French goods.
2. The French built railways, ports and roads and introduced a French-style administration and education, with French as the language of government.
3. These developments mostly served the interests of France, and the local people were denied political freedom and suffered from forced labour and heavy taxes; this led to anti-colonial nationalist movements.
Note: the printed question is unclear and has no answer in the book; answer is written in general terms.
In simple words: France used its colonies to serve its own economy, which caused the colonised people to resist.

Teacher's Note:
1. The book question is vague; the answer follows the usual reading, not a page of the chapter.
2. Write the benefits and the exploitation side by side.