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

Short Answer Questions

Question 1. Why did the people who had welcomed Napoleon earlier, opposed him later?
Answer:
At first people in the conquered regions welcomed Napoleon because he seemed to bring liberty and modern laws, but their enthusiasm turned into hostility because:
1. the new administration did not give political freedom;
2. taxes were increased;
3. press censorship was imposed;
4. young men were forced to join the French army to fight Napoleon's wars across Europe.
These burdens seemed greater than the benefits of the administrative reforms.
In simple words: People turned against Napoleon because of higher taxes, censorship and forced army service.

Teacher's Note:
1. Give the early welcome and the later anger in two parts.
2. Use at least three reasons.

Question 2. Prove, giving evidences, that Habsburg empire was a patch work of many regions and peoples.
Answer:
The Habsburg Empire, ruled from Austria and Hungary, covered many regions and people:
1. It included the Alpine regions (Tyrol, Austria, the Sudetenland) and Bohemia, which had mainly German-speaking people.
2. It included the Italian-speaking provinces of Lombardy and Venetia.
3. In Hungary half of the people spoke Magyar and the rest spoke other languages.
4. In Galicia the nobles spoke Polish, and other groups were Czechs, Slovaks, Slovenes, Croats and Roumans.
The only link among all these groups was loyalty to the emperor.
In simple words: The empire joined German, Italian, Magyar, Polish, Czech and other peoples under one emperor.

Teacher's Note:
1. This answer is not given in the chapter text; it uses the NCERT description of the Habsburg Empire.
2. Mention languages; they are the best evidence.

Question 3. Explain any three features of the class of landed aristocracy of Europe.
Answer:
1. They were the dominant class socially and politically, and owned large estates in the countryside and also town houses.
2. They were united by a common way of life that cut across regional divisions: they spoke French, which was the language of diplomacy and high society, and were often related by marriage.
3. They were few in number; most of the population consisted of peasants.
In simple words: The aristocracy was a small, powerful, land-owning class with a shared way of life.

Teacher's Note:
1. Use French language as a strong point.
2. Contrast them with the peasants.

Question 4. Explain any three major hardships faced by small producers and peasants in Europe during 1830s.
Answer:
1. Population had risen sharply, so there were more job seekers than jobs. Migrants crowded into cities and lived in slums.
2. Small producers in towns suffered from competition from cheap machine-made goods imported from England, where industrialisation was ahead. This hurt textile makers specially.
3. In rural areas peasants were burdened with feudal dues and obligations.
4. Food prices rose and bad harvests led to food shortages, hunger and unemployment.
In simple words: Too many people, cheap imports and feudal dues made life hard for small producers and peasants.

Teacher's Note:
1. Choose any three of the points.
2. Connect these hardships to the revolt of 1848.

Question 5. Who were Marianne and Germania? What is the importance of the way in which they were portrayed?
Answer:
Marianne was the female allegory of the French nation, a common Christian name that suggested a people's nation. Germania was the female allegory of the German nation.
Marianne's features came from Liberty and the Republic: the red cap, tricolour and cockade. Germania wears a crown of oak leaves, which stand for heroism.
Importance: They gave an abstract idea, the nation, a concrete form that people could see, and so helped the people to identify with it. Statues of Marianne stood in public squares, and her image appeared on coins and stamps.
In simple words: Marianne and Germania were female figures that made the idea of the nation visible.

Teacher's Note:
1. Give one line each for the two figures, then the importance.
2. Mention that they did not represent any real woman.

Question 6. What did the liberalism mean to the middle classes in Europe?
Answer:
For the middle classes, liberalism meant:
1. Freedom for the individual and equality of all before the law.
2. In politics, government by consent, a constitution and representative government through parliament, and an end to autocracy and the privileges of the clergy.
3. In economics, freedom of markets and the removal of state restrictions on the movement of goods and capital.
In simple words: Liberalism meant individual freedom, equality before the law and free markets.

Teacher's Note:
1. Divide the answer into political and economic parts.
2. Note that it did not mean the vote for all.

Question 7. Who were given the right to vote in Revolutionary France and what were the changes introduced by Napoleon?
Answer:
Right to vote: Under the 1791 constitution only men above 25 who paid taxes equal to at least three days' wages (active citizens) could vote. Under the Jacobins (1793) all adult men got the vote for a short time. Women and non-propertied men did not get it.
Changes by Napoleon: He brought in the Civil Code of 1804, which ended privileges based on birth, made all equal before the law and protected property. He also simplified administration, ended feudal dues and serfdom, removed guild restrictions and improved transport and banking.
In simple words: At first only wealthy men voted; Napoleon brought equality before the law and a modern administration.

Teacher's Note:
1. The details of active citizens come from the history of the French Revolution, not this chapter's text.
2. Cover both parts of the question.

Question 8. Why did economists think in terms of a national economy?
Answer:
1. Germany and other regions had many small states, each with its own currency, weights and measures, which made trade slow and costly.
2. Economists such as Friedrich List argued that a larger market with one currency, common weights and free movement of goods would help trade and production.
3. The Zollverein (1834) removed tariff barriers and cut the number of currencies from over thirty to two, and railways tied the economy together.
So they saw a national economy as a way to bind the people into a nation.
In simple words: A national economy gave one big market, which was good for trade and made people feel united.

Teacher's Note:
1. Name the Zollverein and Friedrich List as evidence.
2. Give the number of currencies: from over thirty to two.

Question 9. Why did the new commercial classes argue for the creation of a unified territory?
Answer:
The new commercial classes wanted to produce and sell goods in a bigger market. They argued for unity because:
1. a unified territory would remove tariff barriers and duties at borders;
2. one common currency and system of weights and measures would save time and calculation;
3. goods, capital and people could move freely;
4. a strong state could protect trade and property.
In simple words: Business people wanted one large market without barriers.

Teacher's Note:
1. Connect your answer with liberal economic ideas.
2. The Zollverein is the main example.

Question 10. How did Romanticism seek to develop a particular form of nationalist sentiments during 18th century? Explain.
Answer:
Romanticism was a cultural movement that sought to develop nationalist feelings in these ways:
1. Romantic artists rejected the glorification of reason and science and stressed emotion, intuition and mystical feeling.
2. They tried to build a nation on a shared heritage and a common cultural past.
3. Johann Herder said that true German culture lay among the common people, and folk songs, poetry and dances were collected to show the spirit of the nation.
4. Local languages and folklore were encouraged, to carry the nationalist message to illiterate audiences.
5. In Poland, Karol Kurpinski turned folk dances such as the polonaise and mazurka into national symbols.
In simple words: Romantics built national feeling through folk culture, language and shared heritage.

Teacher's Note:
1. Herder and Kurpinski are the two names to include.
2. The question says 'form of nationalist sentiment', so stress culture and feeling.

Question 11. Explain any three beliefs of the conservatism that emerged after 1815.
Answer:
1. Conservatives wanted to preserve established, traditional institutions such as the monarchy, the Church, social hierarchies, property and the family.
2. They did not want to return to pre-revolutionary society; they accepted that modernisation could make the state stronger.
3. They believed that a modern army, an efficient bureaucracy, a dynamic economy and the abolition of feudalism and serfdom could strengthen autocratic monarchies.
4. They set up regimes that did not tolerate criticism and used censorship.
In simple words: Conservatives wanted to keep traditional institutions, but with modern, efficient states.

Teacher's Note:
1. Pick three points from the list.
2. Do not say they wanted the old regime back unchanged.

Question 12. Describe any three reforms introduced by Napoleon in the territories he conquered.
Answer:
1. The Civil Code of 1804 did away with all privileges based on birth, established equality before the law and secured the right to property.
2. Administrative divisions were simplified, and the feudal system, serfdom and manorial dues were abolished in the Dutch Republic, Switzerland, Italy and Germany.
3. Guild restrictions in towns were removed.
4. Transport, communication and the banking system were improved.
In simple words: Napoleon brought a uniform code of law and ended feudal privileges.

Teacher's Note:
1. Name the Civil Code first because it is the best known.
2. Mention that peasants and traders welcomed these reforms.

Question 13. Explain the contribution of Otto Von Bismark in German unification.
Answer:
1. Bismarck, the chief minister of Prussia, was the architect of German unification.
2. He followed the policy of blood and iron, using the Prussian army and bureaucracy.
3. He fought three wars in seven years against Austria, Denmark and France and won all three.
4. In January 1871 the Prussian king William I was proclaimed German Emperor at Versailles.
5. The new state modernised its currency, banking, legal and judicial systems.
In simple words: Bismarck united Germany through three victorious wars led by Prussia.

Teacher's Note:
1. Name the three opponents of the wars.
2. Give the date and place of the proclamation.

Question 14. Explain any three ways in which nationalist feelings were kept alive in Poland in the 18th and 19th centuries.
Answer:
Poland had lost its independence, yet national feeling lived on through culture:
1. Music: Karol Kurpinski celebrated the national struggle in his operas and music.
2. Folk dances: He turned folk dances such as the polonaise and the mazurka into nationalist symbols.
3. Language: Polish was used as a symbol of resistance; the use of the local language and the collection of folklore kept the national spirit alive.
4. The armed rebellion against Russia in 1831 showed that the people still wanted freedom.
In simple words: Poles kept their nation alive through music, dances and language.

Teacher's Note:
1. Music and language are the key points.
2. Poland was divided among foreign powers, so culture had to carry the national message.