CBSE Class 10 Social Science Nationalism in Europe Power Sharing and Development Important Questions with Answers Set 03

Answer: (i) A sharp rise in population led to unemployment, because jobs were fewer than job seekers.
(ii) Large numbers of people migrated from the villages to the cities.
(iii) The Industrial Revolution put out of work many people who made goods by hand.
(iv) Peasants were burdened with feudal dues while the aristocracy kept its privileges.
(v) Bad harvests and rising food prices added to the hardship.

Teacher's Note: Use the key term in your answer.

Answer: (i) Many women took part in liberal and national movements.
(ii) They formed political associations, started newspapers and took part in meetings and demonstrations.
(iii) But they were denied the right to vote, and in the Frankfurt Parliament (1848) they were allowed only as observers, not as representatives.

Teacher's Note: Give an example if the question allows.

Answer: (i) Marianne and Germania were female allegories of the nation in France and Germany.
(ii) They are female figures that personify the nation. Germania wears a crown of oak leaves, which stands for heroism, and holds a sword and the flag.
(iii) Marianne holds a torch and a book, which stand for enlightenment and freedom.

Teacher's Note: Write a short, clear answer.

Answer: (i) Traditional institutions of state and society should be preserved.
(ii) Most conservatives did not want to go back to the society before the revolution.
(iii) Modernisation could strengthen institutions such as the monarchy.

Teacher's Note: Remember this for your exam.

Answer: (i) Before the 18th century there was no British nation, only ethnic groups such as the English, Welsh, Scots and Irish.
(ii) The English nation grew in wealth, importance and power, and extended its influence over the others.
(iii) The English Parliament, which seized power from the monarchy in 1688, was the instrument to forge the nation-state with England at its centre.
(iv) The Act of Union (1707) between England and Scotland created the United Kingdom of Great Britain.
(v) Scotland came under English influence, and the British Parliament was dominated by English members.

Teacher's Note: Learn this point and write it in your own words.

Answer: (i) The Dutch-speaking and French-speaking ministers have equal numbers in the central government.
(ii) No single community can make decisions alone.
(iii) The state governments for the two regions have many powers and are not subordinate to the central government.
(iv) Brussels, the capital, has equal representation of both communities.
(v) The model has a third kind of government, the community government, elected by people of one language community wherever they live.

Teacher's Note: Use the key term in your answer.

Answer: (i) Horizontal distribution: among the legislature, executive and judiciary.
(ii) Vertical distribution: among the central and state governments.
(iii) Power sharing among social groups, e.g. community government.
(iv) Power sharing among political parties.
(v) Power sharing among pressure groups and movements.

Teacher's Note: Give an example if the question allows.

Answer: (i) About 74% of the people are Sinhala-speaking.
(ii) About 18% are Tamil-speaking.
(iii) Of these, Sri Lankan Tamils are about 13%.
(iv) Indian Tamils (descendants of plantation workers) are about 5%.
(v) About 7% of both Tamils and Sinhalas are Christians, and the remaining 1% are Muslims.

Teacher's Note: Write a short, clear answer.

Answer: People's life situations are different, so they have different notions of development. The goals of a girl from a rich urban family will be different from those of a farmer in Rajasthan, because their situation, lifestyle and status are different. A person's goals depend on his or her present situation, and as the situation changes over time, the goals change too.

Teacher's Note: Remember this for your exam.

Answer: (i) Per capita income: compares the level of development of regions and countries.
(ii) Infant mortality rate: deaths of children under one year of age per thousand live births in a year.
(iii) Literacy rate: the proportion of literate population aged seven and above.
(iv) Life expectancy: the average expected length of life of a person.
(v) Gross enrolment ratio: enrolment at primary, secondary and higher levels of education.

Teacher's Note: Learn this point and write it in your own words.

Answer: Nationalist feeling was strong among the middle classes in the German regions. The 1848 attempt to unite under the Frankfurt Parliament failed because it was opposed by the monarchy and the military. Prussia then took the lead, under its chief minister Otto von Bismarck, who used the army and the bureaucracy. Three wars over seven years, with Austria, Denmark and France, ended in Prussian victory. In January 1871, the Prussian king William I was proclaimed German Emperor at Versailles.

Teacher's Note: Use the key term in your answer.

Answer: Romantic artists and poets created a sense of shared heritage. Johann Herder said that the true German culture was found among the common people, through folk songs, poetry and dance. Language also mattered: after Russian rule, Polish was used in schools and churches as a symbol of national struggle, and composers like Karol Kurpinski turned folk dances into nationalist music. So culture made people feel that they belonged to one nation.

Teacher's Note: Give an example if the question allows.

Answer: The Balkans was a region of geographical and ethnic variation, with Slavs as the major group. As the Ottoman Empire weakened, the Balkan peoples became nationalists and demanded independence. They quarrelled over territory, each claiming a history of past glory. The great powers, Russia, Germany, England and Austria-Hungary, competed for trade, colonies and military power in the region. All this led to the Balkan wars and finally to the First World War.

Teacher's Note: Write a short, clear answer.

Answer: The Habsburg Empire of Austria-Hungary included the Alpine regions (Tyrol, Austria and the Sudetenland) and Bohemia, where the aristocracy spoke German; Lombardy and Venetia, where people spoke Italian; Hungary, where half the people spoke Magyar; and Galicia, where the aristocracy spoke Polish. The peasants included Ruthenians, Croats, Slovaks, Slovenes and others. It had many languages and religions, so it was not a nation-state and had no common national feeling.

Teacher's Note: Remember this for your exam.

Answer: Sri Lanka did not adopt a power-sharing model. It followed majoritarianism, in which the Sinhala majority ruled as it liked. In 1956 an Act made Sinhala the only official language, ignoring Tamil. The government also gave preference to Sinhala applicants for jobs and universities, and the state protected Buddhism. This alienated the Tamils and led to a civil war, so the lesson is that power sharing is needed.

Teacher's Note: Do not confuse this with the Belgian model, which is a power-sharing model.

Answer: There are two reasons. Prudential reasons: it reduces the chance of conflict between social groups, and ensures political stability, as forcing the will of the majority leads to tyranny and unrest. Moral reasons: power sharing is the very spirit of democracy; those affected by decisions have a right to be consulted.

Teacher's Note: Use the key term in your answer.

Answer: They demanded (1) the recognition of Tamil as an official language, (2) regional autonomy, and (3) equal opportunities in jobs and education. They struggled through parties and peaceful protests, but the government ignored them. Later, from the 1980s, militant groups such as the LTTE began an armed struggle for an independent Tamil Eelam, and a civil war followed that ended in 2009.

Teacher's Note: Give an example if the question allows.

Answer: Per capita income is an average, so it does not show how income is distributed, and it hides inequalities. It also does not show non-income aspects such as health, education, safety and the environment, which also decide people's quality of life.

Teacher's Note: Write a short, clear answer.

Answer: The World Bank classifies countries mainly on per capita income. The UNDP uses the Human Development Index (HDI), which combines life expectancy (health), years of schooling (education) and per capita income. So the UNDP takes a wider view of development.

Teacher's Note: Remember this for your exam.

Answer: BMI = weight in kg ÷ (height in metres)². It shows whether a person is underweight (below 18.5), normal (18.5 to 24.9) or overweight (25 and above). It is important because it tells us about the person's nutrition and health, and is used to compare the nutritional status of people and countries.

Teacher's Note: Learn this point and write it in your own words.