cbse - class x

SOCIAL SCIENCE

SURA PUBLICATIONSChennai

CBSE - Class X

Strictly as per the Latest CBSE Syllabus released on 5th July, 2021 (CBSE Cir.No.Acad-51/2021)

Salient Features

Chapterwise Concept Map and Quick Notes.

As per Latest NCERT Norms, the Objective Type Questions - Multiple Choice Questions, Assertion and Reason Type Questions and Case Based Questions are included.

Useful for Board Exam 2021-22 (November - December)

90 MinutesTERM - I

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2021-22 Edition

ISBN: 978-93-5330-397-6Code No: CB10_18

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or by any means, digitally, electronically, mechanically, photocopying, recorded or otherwise, without the written permission of the publishers. Strict action will be taken.

AuthorMrs. Chitra, M.A.

Chennai

Mrs. Subha Sarathy M.Sc., M.Phil.

Chennai

Edited by Mrs. PG. Helan Sathiya, M.Com., M.Phil.

Chennai

Sura PublicationS1620, ‘J’ Block, 16th Main Road, Anna Nagar, Chennai - 600 040.

Phones : 044-48629977, 48627755Mobile : 80562 94222 / 80562 15222

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Contents

Subject Section Title Page No.

India and the Contemporary

World-II

Unit I EVENTS & PROCESSES

I. The Rise of Nationalism in Europe 1 - 18

Contemporary India II

Chapter 1 – Resources and Development 19 - 34

Chapter 3 – Water Resources 35 - 44

Chapter 4 – Agriculture 45 - 60

Democratic Politics-II

Unit I Chapter 1 – Power Sharing 61 - 72

Chapter 2 – Federalism 73 - 86

Understanding Economic

Development

Chapter 1 – Development 87 - 95

Chapter 2 – Sectors of the Indian Economy 96 - 108

Map work 109 - 114

Course StructureClass X (2021 - 22)

TERM - I

Max. Marks : 40

Unit No. Units No. of Periods MarksI India and the Contemporary World – II 12 10II Contemporary India – II 16 10III Democratic Politics – II 14 10IV Economics 20 10

Total 62 40

TERM - IIMax. Marks : 40

Unit No. Units No. of Periods MarksI India and the Contemporary World – II 34 10II Contemporary India – II 19 10III Democratic Politics – II 14 10IV Economics 22 10

Total 89 40

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Course Content - XTerm - I

Unit 1: India and the Contemporary World – IIThemes Learning objectives

Section 1: Events and Processes1. The Rise of Nationalism in Europe

◆ 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

◆ Visualizing the Nation

◆ Nationalism and Imperialism

◆ Enable the learners to identify and comprehend the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period.

◆ Establish the relationship and bring out the difference between European nationalism and anti-colonial nationalisms.

◆ Understand the way the idea of nationalism emerged and led to the formation of nation states in Europe and elsewhere.

Unit 2: Contemporary India – IIThemes Learning objectives

1. Resources and Development ◆ Types of Resources ◆ Development of Resources ◆ Resource Planning in India ◆ Land Resources ◆ Land Utilization ◆ Land Use Pattern in India ◆ Land Degradation and Conservation Measures ◆ Soil as a Resource ◆ Classification of Soils ◆ Soil Erosion and Soil Conservation

◆ Understand the value of resources and the need for their judicious utilization and conservation.

3. Water Resources ◆ Water Scarcity and The Need for Water

Conservation and Management ◆ Multi-Purpose River Projects and Integrated Water

Resources Management ◆ Rainwater Harvesting

◆ Identify different Dams in the country.

Note: The theoretical aspect of chapter ‘Water Resources’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination. However, the map items of this chapter as listed will be evaluated in Board Examination.

4. Agriculture ◆ Types of farming ◆ Cropping Pattern ◆ Major Crops ◆ Technological and Institutional Reforms ◆ Impact of Globalization on Agriculture

◆ Explain the importance of agriculture in national economy. ◆ Identify various types of farming and discuss the various

farming methods; describe the spatial distribution of major crops as well as understand the relationship between rainfall regimes and cropping pattern.

◆ Explain various government policies for institutional as well as technological reforms since independence.

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Unit 3: Democratic Politics – IIThemes Learning objectives

1. Power Sharing ◆ Case Studies of Belgium and Sri Lanka

◆ Why power sharing is desirable?

◆ Forms of Power Sharing

◆ Familiarize with the centrality of power sharing in a democracy.

◆ Understand the working of spatial and social power sharing mechanisms.

2. Federalism ◆ What is Federalism?

◆ What make India a Federal Country?

◆ How is Federalism practiced?

◆ Decentralization in India

◆ Analyse federal provisions and institutions.

◆ Explain decentralization in rural andurban areas.

Unit 4: EconomicsThemes Learning objectives

1. Development ◆ What Development Promises - Different people

different goals

◆ Income and other goals

◆ National Development

◆ How to compare different countries or states?

◆ Income and other criteria

◆ Public Facilities

◆ Sustainability of development

◆ Familiarize with concepts of macroeconomics.

◆ Understand the rationale for overall human development in our country, which includes the rise of income, improvements in health and education rather than income.

◆ Understand the importance of quality of life and sustainable development.

2. Sectors of the Indian Economy ◆ Sectors of Economic Activities

◆ Comparing the three sectors

◆ Primary, Secondary and Tertiary Sectors in India

◆ Division of sectors as organized and unorganized

◆ Sectors in terms of ownership: Public and Private Sectors

◆ Identify major employment generating sectors.

◆ Reason out the government investment in different sectors of economy.

LIST OF MAP ITEMSCLASS X (2021-22) - Term - I

A. GEOGRAPHY Chapter 1: Resources and Development a. Major soil Types Chapter 3: Water Resources Dams: a. Salal b. Bhakra Nangal c. Tehri d. Rana Pratap Sagar e. Sardar Sarovar f. Hirakud g. Nagarjuna Sagar h. Tungabhadra

Note: The theoretical aspect of chapter ‘Water Resources’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination. However, the map items of this chapter as listed above will be evaluated in Board Examination.

Chapter 4: Agriculture a. Major areas of Rice and Wheat

b. Largest / Major producer States of Sugarcane, Tea, Coffee, Rubber, Cotton and Jute

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Course Content - XTerm - II

Unit 1: India and the Contemporary World – IIThemes Learning objectives

Section 1: Events and Processes2. Nationalism in India

◆ The First World War, Khilafat and Non - Cooperation

◆ Differing Strands within the Movement

◆ Towards Civil Disobedience

◆ The Sense of Collective Belonging

◆ The First World War, Khilafat and Non - Cooperation

◆ Differing Strands within the Movement

◆ Towards Civil Disobedience

◆ The Sense of Collective Belonging

Section 2: Livelihoods, Economies and SocietiesNote: Any one theme of the following. The theme selected should be assessed in the periodic test only and will not be evaluated in the board examination:

3. The Making of a Global World ◆ The Pre-modern world

◆ The Nineteenth Century (1815-1914)

◆ The Inter war Economy

◆ Rebuilding a World Economy: The Post-War Era

◆ Show that globalization has a long history and point to the shifts within the process.

◆ Analyze the implication of globalization for local economies.

◆ Discuss how globalization is experienced differently by different social groups.

4. The Age of Industrialization ◆ Before the Industrial Revolution

◆ Hand Labour and Steam Power

◆ Industrialization in the colonies

◆ Factories Come Up

◆ The Peculiarities of Industrial Growth

◆ Market for Goods

◆ Familiarize with the Pro- to-Industrial phase and Early – factory system.

◆ Familiarize with the process of industrialization and its impact on labour class.

◆ Enable them to understand industrialization in the colonies with reference to Textile industries.

Unit 2: Contemporary India – IIThemes Learning objectives

5. Minerals and Energy Resources ◆ What is a mineral?

◆ Mode of occurrence of Minerals

◆ Ferrous and Non-Ferrous Minerals

◆ Non-Metallic Minerals

◆ Rock Minerals

◆ Conservation of Minerals

◆ Energy Resources

Conventional and Non-Conventional

◆ Conservation of Energy Resources

◆ Identify different types of minerals and energy resources and places of their availability

◆ Feel the need for their judicious utilization

Note: The theoretical aspect of chapter ‘Minerals and Energy Resources’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination. However, the map items of this chapter as given in the Map List will be evaluated in Board Examination

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6. Manufacturing Industries ◆ Importance of manufacturing ◆ Contribution of Industry to National Economy ◆ Industrial Location ◆ Classification of Industries ◆ Spatial distribution ◆ Industrial pollution and environmental degradation ◆ Control of Environmental Degradation

◆ Bring out the importance of industries in the national economy as well as understand the regional disparities which resulted due to concentration of industries in some areas.

◆ Discuss the need for a planned industrial development and debate over the role of government towards sustainable development.

7. Life Lines of National Economy ◆ Transport – Roadways, Railways, Pipelines,

Waterways, Airways ◆ Communication ◆ International Trade ◆ Tourism as a Trade

◆ Explain the importance of transport and communication in the ever-shrinking world.

◆ Understand the role of trade and tourism in the economic development of a country.

Unit 3: Democratic Politics – IIThemes Learning objectives

6. Political Parties ◆ Why do we need Political Parties? ◆ How many Parties should we have? ◆ National Political Parties ◆ State Parties ◆ Challenges to Political Parties ◆ How can Parties be reformed?

◆ Analyze party systems in democracies. ◆ Introduction to major political parties, challenges faced by them

and reforms in the country.

7. Outcomes of Democracy ◆ How do we assess democracy’s outcomes? ◆ Accountable, responsive and legitimate government ◆ Economic growth and development ◆ Reduction of inequality and poverty ◆ Accommodation of social diversity ◆ Dignity and freedom of the citizens

◆ Evaluate the functioning of democracies in comparison to alternative forms of governments.

◆ Understand the causes for continuation of democracy in India. ◆ Distinguish between sources of strengths and weaknesses of

Indian democracy.

Unit 4: EconomicsThemes Learning objectives

3. Moneyand Credit ◆ Money as a medium of exchange ◆ Modern forms of money ◆ Loan activities of Banks ◆ Two different credit situations ◆ Terms of credit ◆ Formal sector credit in India ◆ Self Help Groups for the Poor

◆ Understand money as an economic concept. ◆ Understand the role of financial institutions from the point of

view of dayto-day life.

4. Globalization and the Indian Economy ◆ Production across countries ◆ Interlinking production across countries ◆ Foreign Trade and integration of markets ◆ What is globalization? ◆ Factors that have enabled Globalization ◆ World Trade Organization ◆ Impact of Globalization on India ◆ The Struggle for a fair Globalization

◆ Explain the working of the Global Economic phenomenon.www.sura

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LIST OF MAP ITEMSCLASS X (2021-22) - Term - II

A. HISTORY (Outline Political Map of India) Chapter - 2 Nationalism in India – (1918 – 1930) for Locating and Labelling / Identification

1. Indian National Congress Sessions: a. Calcutta (Sep. 1920) b. Nagpur (Dec. 1920) c. Madras (1927)

2. Important Centres of Indian National Movement a. Champaran (Bihar) - Movement of Indigo Planters b. Kheda (Gujarat) - Peasant Satyagrah c. Ahmedabad (Gujarat) - Cotton Mill Workers Satyagraha d. Amritsar (Punjab) - Jallianwala Bagh Incident e. Chauri Chaura (U.P.) - Calling off the Non-Cooperation Movement f. Dandi (Gujarat) - Civil Disobedience Movement

B. GEOGRAPHY (Outline Political Map of India) Chapter 5: Minerals and Energy Resources

Power Plants-(Locating and Labelling only) a. Thermal

◆ Namrup ◆ Singrauli ◆ Ramagundam

b. Nuclear ◆ Narora ◆ Kakrapara ◆ Tarapur ◆ Kalpakkam

Chapter 6: Manufacturing Industries (Locating and Labelling Only)

Cotton Textile Industries: a. Mumbai b. Indore c. Surat d. Kanpur e. Coimbatore

Iron and Steel Plants: a. Durgapur b. Bokaro c. Jamshedpur d. Bhilai e. Vijaynagar f. Salem

Software Technology Parks: a. Noida b. Gandhinagar c. Mumbai d. Pune e. Hyderabad f. Bengaluru g. Chennai h. Thiruvananthapuram

Chapter 7: Lifelines of National Economy

Major Ports: (Locating and Labelling) a. Kandla b. Mumbai c. Marmagao d. New Mangalore e. Kochi f. Tuticorin g. Chennai h. Vishakhapatnam i. Paradip j. Haldia

International Airports: a. Amritsar (Raja Sansi) b. Delhi (Indira Gandhi International) c. Mumbai (Chhatrapati Shivaji) d. Chennai (Meenam Bakkam) e. Kolkata (Netaji Subhash Chandra Bose) f. Hyderabad (Rajiv Gandhi)

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Internal AssessmentMarks Description

Periodic Assessment 10 Marks Pen Paper Test

Assessment using multiple strategies For example, Quiz, Debate, Role Play, Viva, Group Discussion, Visual Expression, Interactive Bulletin Boards, Gallery Walks, Exit Cards, Concept Maps, Peer Assessment, Self- Assessment, etc.

5 marks

Portfolio 5 Marks ◆ Classwork and Assignments ◆ Any exemplary work done by the student ◆ Reflections, Narrations, Journals, etc. ◆ Achievements of the student in the subject throughout the year ◆ Participation of the student in different activities like Heritage India Quiz

Subject Enrichment Activity

5 Marks ◆ Project Work

Total 20 Marks

Project WorkCLASS X (2021-22)

05 Periods 05 Marks1. Every student has to compulsorily undertake any one project on the following topics:

Consumer AwarenessOR

Social IssuesOR

Sustainable Development2. Objective: The overall objective of the project work is to help students gain an insight and pragmatic understanding of the theme and see all

the Social Science disciplines from interdisciplinary perspective. It should also help in enhancing the Life Skills of the students. Students are expected to apply the Social Science concepts that they have learnt over the years in order to prepare the project report. If required, students may go out for collecting data and use different primary and secondary resources to prepare the project. If possible,

different forms of Art may be integrated in the project work.S.No. Aspects Marks

a. Content accuracy, originality and analysis 2b. Presentation and creativity 2c. Viva Voce 1

3. The distribution of marks over different aspects relating to Project Work is as follows:

4. The projects carried out by the students in different topics should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc.

5. All documents pertaining to assessment under this activity should be meticulously maintained by concerned schools.6. A Summary Report should be prepared highlighting:

◆ objectives realized through individual work and group interactions; ◆ calendar of activities; ◆ innovative ideas generated in the process (like comic strips, drawings, illustrations, script play etc.); ◆ list of questions asked in viva voce.

7. It is to be noted here by all the teachers and students that the projects and models prepared should be made from eco-friendly products without incurring too much expenditure.

8. The Project Report should be handwritten by the students themselves.9. Records pertaining to projects (internal assessment) of the students will be maintained for a period of three months from the date of

declaration of result for verification at the discretion of Board. Subjudiced cases, if any or those involving RTI / Grievances may however be retained beyond three months.

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The Rise of Nationalism in Europe1

Chapter

1

India and the Contemporary World-II (History)

Concept Map

THE RISE OF NATIONALISM IN EUROPE

2. The Making of Nationalism in Europe

•2.1 The Aristocracy and the New Middle Class

In 1789, the members of this class were united by a common way of life that cut across regional divisions. A working class population, and middle classes (which was composed of industrialists, businessmen, and professionals) made the new social groups.• 2.2 What did Liberal Nationalism

Stand for? Ideas of national unity in early-nineteenth-century Europe were closely allied to the ideology of liberalism. Napoleonic Code reverted to the earlier system of limited suffrage.

• 2.3 A New Conservatism after 1815 In 1834, a customs or Zollverein was formed, at the initiative of Prussia and was joined by most of the German states. One of the major issues taken up was freedom of the press.

• 2.4 The Revolutionaries Secret societies were set up in Germany, France, Switzerland and Poland. Mazzini’s relentlessly opposed the monarchy.

1. The French Revolution and the Idea of the Nation•France, a territorial state in 1789 under

the rule of an absolute monarch.•The political and constitutional

changes due to french revolution led to the transfer of sovereignty from the monarchy.

•The French revolutionaries introduced various measures to create a sense of collective identity among the French people.

•The ideas of la patrie and le citoyen emphasised the notion of a united community.

• A new French flag, estate general hymns were introduced.

• French became the common language of the nation.

•French armies moved to Holland, Belgium Italy & Switzelland to spread the idea of nationalism.

3. The Age of Revolutions: 1830-1848•3.1 The Romantic Imagination and

National Feeling The emphasis on vernacular language and the collection of local folklore was not just to recover an ancient national spirit, but also to carry the modern nationalist message to large audiences who were mostly illiterate.

• 3.2 Hunger, Hardship and Popular Revolt

In 1830s food shortages and widespread unemployment brought the population of Paris out on the roads

• 3.3 1848: The Revolution of the Liberals

Parallel to the revolts of the poor, unemployed and starving peasants and workers in many European countries in the year 1848, a revolution led by the educated middle classes was under way. The Habsburg rulers granted more autonomy to the Hungarians in 1867.

4. The Making of Germany and Italy

• 4.1 Germany – Can the Army be the Architect of a Nation?

The nation-building process in Germany had demonstrated the dominance of Prussian state power. Prussian measures and practices often became a model for the rest of Germany.•4.2 Unification of Italy 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.

•4.3 The Strange Case of Britain 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.

5. Visualising the Nation• The female form that was chosen to

personify the nation sought to give the abstract idea of the nation a concrete form. In Germany ‘Germania’ was chosen as an allegary of “Christianed Marianne” was chosen.

6. Nationalism and Imperialism•These rivalries were very evident in

the way the Balkan problem unfolded. Each power – Russia, Germany, England, Austro-Hungary – was keen on countering the hold of other powers over the Balkans, and extending its own control over the area.

1

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2 Sura’s India and the Contemporary World-II (History) Term - I CBSE Class X

The French Revolution and the Idea of Nation

◆ In 1848, Frederic Sorrieu a French artistpreparedaseriesoffourprintsvisualizinghisdreamofaworldmadeupofdemocraticandsocialrepublic.

◆ During 19th century nationalism emergedforcingmanychangesinpoliticalandmentalworldofEurope.

◆ Introduction of various measures andpractices created sense of collective identityamongthepeopleofFrance.

◆ Francewasunderabsolutemonarchyin1789.◆ The Revolution transferred the sovereignty

fromthemonarchtotheFrenchpeople.◆ Ideas of La patrie (the fatherhood) and

Le citoyen (thecitizen)adopted.◆ New French Flag, the tricolour, adopted

replacingtheroyalstandard.◆ Estates General elected by citizens and

renamedtheNationalAssembly.◆ Acentralizedpoliticalsystemestablished.◆ Internalcustomduesabolished.◆ Uniformweightsandmeasuresadopted.◆ Frenchbecamethelanguageofthenation.◆ FrencharmiesmovedintoHolland,Belgium,

Switzerland and Italy in the 1790s with apromise of liberating the people from theirdespoticrulers.

◆ RiseofNapoleonandhisreforms.◆ RevolutionarieshelpotherpeoplesofEurope

tobecomenation.Napoleon (1769-1821)

◆ HeruledFrancefrom1799to1815.◆ He assumed absolute powers in 1799 by

becomingtheFirstConsul.◆ Militarily,Napoleonprovedtobeanoppressor

forthepeopleoftheconqueredterritories.◆ Taxation and censorship were imposed and

militaryservicesweremademandatory.

Civil Code/Napoleonic Code (1804) ◆ Itestablishedequalitybeforelaw.◆ Itabolishedallprivilegesbasedonbirth.◆ It granted the right to property to French

citizens.◆ Itsimplifiedadministrativedivisions.◆ Itabolishedfeudalsystemandfreedpeasants

fromserfdom.◆ Itremovedrestrictionsonguildsintowns.◆ Itimprovedtransportandcommunication.

Nationalism in Europe

◆ Today,Germany,ItalyandSwitzerlandweredividedintoKingdom,duchiesandcantonsthesedivisionswerehavingtheirautonomousrulers.

◆ Theydidnotseethemselvesassharingacollectiveidentityoracommonculture.

◆ Theyevenspokedifferentlanguagesandbelongedtodifferentethnicgroups.E.g.,TheHabsburgEmpireofAustria–HungarycomprisedFrench,ItalianandGerman-speakingpeople.

◆ AlpineregionssuchastheTyrol,AustriaandtheSudetenland–aswellasBohemia,thearistocracywaspredominantlyGerman-speaking.

◆ TheprovincesofLombardyandVenetiawereItalian-speaking.

◆ In Hungary, half of the population spokeMagyarwhiletheotherhalfspokeavarietyofdialects.

◆ InGalicia,thearistocracyspokePolish.◆ IndustrializationinEngland,Emergenceofa

workingclassandliberalism.◆ After the defeat of Napoleon, the European

governmentfollowsthespiritofconservationsconservative regimes were autocraticRevolutionaries at that time fight for libertyandfreedom.E.g.Mazzini,ayoungItalyandYoungEurope.

Quick Notes

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3Chapter 1: The Rise of Nationalism in Europe

◆ Europewasbroadlydivided into twoclassesduringthisperiodnamely,a) Aristocracyb) Peasantry

Reasons for Liberalism to be a Concern in Europe

◆ Universal Adult Suffrage was not grantedto thepeopleby theNapoleonicCode.Menwithoutpropertyandwomenweredeniedtherighttovote.

◆ The statusofwomen tominor, subjected totheauthorityoffathersandhusbands.

◆ Marketswerenotfreeasthe39confederaciesof France had their own laws which posedproblemsforthefreemovementofgoods.

◆ Therewerenostandardweightsandmeasuresand no fixed rates of custom duties, whichgreatlyaffectedthetrade.

Results of Liberalism

◆ Endofautocracyandclericalprivileges◆ Introduction of a constitution and

representativegovernment◆ Inviolabilityofprivateproperty◆ Removaloftraderestrictions◆ Freedomofmarkets

Zollverein◆ It is a customsunion formed in1834at the

initiativeofPrussia.◆ Itabolishedtariffbarriers.◆ Italsoreducedthenumberofcurrenciesfrom

overthirtytotwo.A New Conservatism after 1815

◆ Conservatism is a political philosophythat stressed the importance of tradition,established institutions and customs, andpreferred gradual development to quickchange.

◆ ItaroseafterthedefeatofNapoleonin1815attheBattleofWaterloo.

Conservative Regimes of 1815◆ Theydidnottoleratecriticismanddissent.◆ Theywereautocratic

◆ Theysoughttocurbactivitiesthatquestionedthelegitimacyofautocraticgovernments.

◆ Theyimposedcensorshiplawstocontrolthepressforcurbingtheliberalideals.

Congress of Vienna (1815)◆ In 1815, representatives of the European

powers–Britain,Russia,PrussiaandAustria –whohadcollectivelydefeatedNapoleon,metatViennatodrawupasettlementforEurope.

◆ The Congress was hosted by the AustrianChancellorDukeMetternich.

Salient Features of Congress of Vienna or Provisions of the Treaty of Vienna of 1815

◆ The Bourbon dynasty restored to power inFrance.

◆ France was disposed of its conqueredterritories.

◆ Kingdom of Netherlands, which includedBelgium,wassetupintheNorthandGenoawassetupintheSouthforpreventingFrenchexpansioninfuture.

◆ Prussiawasgivennewterritories,includingaportionofSaxony.

◆ AustriagotcontroloverNorthernItaly.◆ RussiagotPoland.◆ Napoleon’sconfederationof39stateswasnot

changed.The Revolutionaries

◆ During the years following1815, the fear ofrepression drove many liberal-nationalistsunderground.

◆ SecretsocietiessprangupinmanyEuropeanstatestotrainrevolutionariesandspreadtheirideas.

Objectives of Secret Societies◆ Training the revolutionaries and spreading

theirideasthroughoutEurope.◆ Opposingmonarchicalgovernmentsestablished

aftertheViennaCongressof1815.◆ Fighting for liberty and freedom from

autocraticrule.◆ Emphasizing the idea of creation of nation

states.

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◆ TheEnglishpoetLordByronorganisedfundsand laterwent to fight in thewar,wherehediedoffeverin1824.

◆ The Treaty of Constantinople recognizedGreeceasanindependentnationin1832.

The Romantic Imagination and National Feeling◆ The development of nationalism not only

camethroughwarsandterritorialexpansion.◆ Cultureplayedanimportantroleincreating

theideaofthenation:artandpoetry,storiesand music also helped express and shapenationalistfeelings.

Romanticism◆ It is a cultural movement which sought to

develop a particular form of nationalistsentiment.

◆ Romantic artists and poets focused onemotions,intuitionandmysticalfeelings.

◆ TheRomanticartistsandpoetseffortwastocreateasenseofasharedcollectiveheritage,acommonculturalpast,asthebasisofanation.

◆ GermanphilosopherandRomanticistJohannGottfried Herder (1744-1803) believed thattrueGermanculture canbediscoveredonlyamong common people (das volk) throughtheirpracticeofflocktraditions.

Nationalist Feelings◆ Theemphasisonvernacularlanguageandthe

collectionoflocalfolklorehelpedtocarrythemodernnationalistmessagetolargeilliterateaudiences.

◆ In Poland, national feelings were kept alivethroughmusicandlanguage.

◆ KarolKurpinski,celebratedthenationalstrugglethroughhisoperasandmusic,turningfolkdanceslikethepolonaiseandmazurkaintonationalistsymbols.

◆ Language too played an important role indevelopingnationalistsentiments.

◆ AfterRussianoccupation,thePolishlanguagewas forced out of schools and the Russianlanguagewasimposedeverywhere.

◆ TheuseofPolishcametobeseenasasymbolofthestruggleagainstRussiandominance.

Italian Revolutionary Giuseppe Mazzini

◆ He was an Italian revolutionary, born inGenoain1807.

◆ Hebecamethememberof thesecretsocietyoftheCarbonari.

◆ HewassenttoexileforattemptingarevolutioninLiguriain1831.

◆ He founded two underground societies‘Young Italy’ in Marseilles and ‘YoungEurope’inBerne.

◆ The members of these societies were fromPoland,France,ItalyandtheGermanstates.

◆ HecontributedtotheunificationofItaly.◆ He inspired the youthof Italywithnational

ideas.◆ Metternich described him as ‘the most

dangerousenemyofoursocialorder’.◆ His harsh opposition to kingdom and his

visionof democratic republic frightened thetraditionalist.

The Age of Revolution (1830- 48)July Revolution, France (1830)

◆ TheBourbonKingswhohadbeenrestoredtopowerafter1815wereoverthrownbyliberalrevolutionaries.

◆ LouisPhilippewasinstalledasaconstitutionalmonarch.

◆ The July Revolution sparked an uprising inBrussels.

◆ Belgium broke away from the UnitedKingdomofNetherlands.

Greek War of Independence (1821)◆ Itisaneventthatmobilisednationalistfeelings

amongtheeducatedeliteacrossEurope.◆ Since 15th Century, Greece was part of the

OttomanEmpire.◆ The growth of revolutionary nationalism in

EuropesparkedoffastruggleforindependenceamongsttheGreeksin1821.

◆ Thenationalists inGreecegot support fromWestEuropeancountries.

◆ Poets and artists, who were inspired by theancient Greek culture and literature, alsosupportedtherevolution.

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Great Economic Hardship in Europe◆ Thefirsthalfofthenineteenthcenturysawan

enormousincreaseinpopulationalloverEuropeduetothemigrationofpopulationfromruralareastothecitiestoliveinovercrowdedslums.

◆ Theratiooftheriseofpopulationwaslargerthanthatofemploymentgeneration.

◆ Small producers in towns were often facedwithstiffcompetitionfromimportsofcheapmachine-made goods from England, whereindustrializationwasmoreadvancedthanonthecontinent.

◆ Thetextileproductionwascarriedoutmainlyinhomesorsmallworkshopsandwasonlypartlymechanised.

◆ Thepeasants struggled under the burden offeudalduesandobligationswhilethearistocracyenjoyedthepower.

◆ Theriseoffoodpricesorayearofbadharvestledtowidespreadpauperismintownandcountry.

The Revolution of the Liberals [1848]◆ Itwasarevolutionledbytheeducatedmiddle

classes.◆ EventsofFebruary1848inFrancehadbrought

about the abdication of themonarch and arepublicbasedonuniversalmalesuffragehadbeenproclaimed.

◆ In other parts of Europe such as Germany,Italy,Poland,theAustro-HungarianEmpire–menandwomenoftheliberalmiddleclassescombinedtheirdemandsforconstitutionalismwithnationalunification.

◆ Theytookadvantageofthegrowingpopularunresttopushtheirdemandsforthecreationofanation-stateonparliamentaryprinciples –a constitution, freedom of the press andfreedomofassociation.

Germany [1848]◆ Alargenumberofpoliticalassociationswhose

members were middle-class professionals,businessmen and prosperous artisans cametogetherinthecityofFrankfurtanddecidedtovoteforanall-GermanNationalAssembly.

◆ On 18th May, 831 elected representativesmarchedtotaketheirplacesintheFrankfurtParliament.

◆ They drafted a Constitution for a Germannationbasedonconstitutionalmonarchy.

◆ When the deputies offered the crown toFriedrich Wilhelm IV, King of Prussia, herejected it and joined other monarchs toopposetheelectedassembly.

◆ Since the opposition of the aristocracy andmilitary became stronger, the social basis ofparliamenteroded.

◆ Theparliamentwasdominatedbythemiddleclasseswhoresistedthedemandsofworkersandartisansandconsequentlylosttheirsupport.

◆ Theassemblywasforcedtodisband.Consequences of Liberal Movement

◆ Theconservativeforceswereabletosuppressliberal movements in 1848, but could notrestoretheoldorder.

◆ After 1848, the autocratic monarchies ofCentralandEasternEuropebegantointroducethe changes that had already taken place inWesternEuropebefore1815.

◆ TheserfdomandbondedlabourwereabolishedbothintheHabsburgdominionsandinRussia.

◆ TheHabsburgrulersgrantedmoreautonomytotheHungariansin1867.

The Making of Germany and ItalyUnification of Germany

◆ After 1848, nationalism in Europe movedawayfromitsassociationwithdemocracyandrevolution.

◆ NationalistsentimentswereoftenmobilisedbyconservativesforpromotingstatepowerandachievingpoliticaldominationoverEurope.

◆ Middle class German tried to unite thedifferentregionsoftheGermanconfederationinto a nation-state governed by an electedparliament.

◆ However,liberalinitiativetonation-buildingwasrepressedbythecombinedforcesof themonarchyandthemilitary,supportedbythelargelandowners(calledJunkers)ofPrussia.

◆ Prussia with its chief minister, Otto vonBismarck took on the leadership of themovement for national unification with thehelpofthePrussianarmyandbureaucracy.

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◆ Prussiaemergedvictoriousafterfightingthreewars over seven years against the combinedforces of Austria,Denmark and France andthe process of unification of Germany wascompleted.

◆ In January 1871, the Prussian king, KaiserWilliamI,wasproclaimedGermanEmperorinaceremonyheldatHallofMirrorsinthePalaceofVersailles.

◆ Thenation-buildingprocessinGermanyhaddemonstrated the dominance of Prussianstatepower.

◆ The new state placed a strong emphasis onmodernisingthecurrency,banking,legalandjudicialsystemsinGermany.

◆ PrussianmeasuresandpracticesoftenbecameamodelfortherestofGermany.

Unification of Italy◆ Duringthemiddleofthenineteenthcentury,

Italywasdivided into seven states,ofwhichonlyone,Sardinia-Piedmont,wasruledbyanItalianprincelyhouse.

◆ ThenorthwasruledbyAustrianHabsburgs,the centre by the Pope and the southernregionsbytheBourbonkingsofSpain.

◆ Duringthe1830s,GiuseppeMazzinihadsoughttoput togethera coherentprogramme for aunitaryItalianRepublic.

◆ Hehadalsoformedasecretsocietycalled‘YoungItaly’forthedisseminationofhisgoals.

◆ Thefailureofrevolutionaryuprisingsbothin1831and1848fellonSardinia-PiedmontunderitsrulerKingVictorEmmanuelIItounifytheItalianstatesthroughwar.

◆ ChiefMinisterCavourwholedthemovementtounifytheregionsofItalywasneitherarevolutionarynorademocrat.

◆ WithatactfuldiplomaticalliancewithFranceby Cavour, Sardinia-Piedmont succeeded indefeatingtheAustrianforcesin1859.

◆ In1859,alargenumberofarmedvolunteersunder the leadership of Giuseppe Garibaldijoinedthefray.

◆ In1860,Sardinia-Piedmont’sforcesmarchedintosouthItalyandtheKingdomoftheTwoScilliesanddroveouttheSpanishrulers.

◆ In1861,Victor Emmanuel wasdeclaredasthekingofunitedItalyandRomewasdeclaredthecapitalofItaly.

Britain as a Nation ◆ Britainwasnotanationstatepriorto18thcentury.◆ Theprimaryidentitieswerebasedonethnicity

whoinhabitedtheBritishIslessuchasEnglish,Welsh,ScotorIrish.

1688:◆ Englandestablishedasanationstate.◆ English parliament seized power from the

monarchy.

1707: ◆ TheUnitedKingdomofGreatBritainformed

with theActof theUnionbetweenEnglandandScotland.

◆ England dominated Scotland and Ireland inallspheres.

◆ BritishParliamentwasdominatedbyEnglishmembers.

1801: ◆ IrelandwasforciblytakenbytheBritishafter

the failed revolution led by Wolfe and hisUnitedIrishmenin1798.

◆ Anew‘Britishnation’wasforgedthroughthepropagationofadominantEnglishculture.

◆ ThesymbolsoftheNewBritain–theBritishflag(UnionJack),thenationalanthem(GodSaveOurNobleKing), theEnglish languagewereactivelypromoted.

Visualising the Nation ◆ Nationwaspersonifiedinthefemaleformby

theartistsofthe19thcentury.◆ The female figurebecameanallegoryof the

nation.◆ During the French Revolution artists used

the female allegory to portray ideas such asLiberty,JusticeandtheRepublic.

◆ TheattributesofLibertyaretheredcap,orthebroken chain, while Justice is a blindfoldedwomancarryingapairofweighingscales.

◆ InFranceshewaschristenedMarianne.◆ Her characteristics were the red cap, the

tricolour,thecockade.

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The Balkans after 1871 ◆ Themostserioussourceofnationalisttension

inEuropeafter1871was thearea called theBalkans.

◆ TheBalkanswasaregionofgeographicalandethnic variation consisting of modern-dayRomania,Bulgaria,Albania,Greece,Macedonia,Croatia,Bosnia-Herzegovina,Slovenia,SerbiaandMontenegrowhoseinhabitantswerebroadlyknownastheSlavs.

◆ AlargepartoftheBalkanswasunderthecontroloftheOttomanEmpire.

◆ ThedisintegrationoftherulingOttomanEmpireandthespreadoftheideasofromanticnationalismmadethisareaexplosive.

◆ TheOttomanEmpirehadsoughttostrengthenitselfthroughmodernisationandinternalreforms.

◆ TheBalkanStateswerefiercelyjealousofeachotherandwantedtogainmoreterritoryattheexpenseoftheother.

◆ European powers such as Russia, Germany,England andAustro-Hungarywere keen onopposing the hold of other powers over theBalkansforextendingtheirownareaofcontrol.

◆ ThisledtoaseriesofwarsandfinallyendedintheFirstWorldWar[1914].

◆ Nationalism, aligned with imperialism, ledEuropetodisasterin1914.

◆ ManycountriesintheworldwhichhadbeencolonisedbytheEuropeanpowersinthenineteenthcenturybegantoopposeimperialdomination.

◆ The anti-imperial movements developed bynationalists struggled to form independentnation-states.

◆ ThestatuesofMarianneremindthepublicofthenationalsymbolofunityandtopersuadethemtoidentifywithit.

◆ Marianneimagesweremarkedoncoinsandstamps.

◆ GermaniabecametheallegoryoftheGermannation.

◆ Hercharacteristicwasacrownofoakleaves,astheGermanoakstandsforheroism.

Meaning of the Symbols

S. No Attributes Significance1. Brokenchains Beingfreed2. Breastplatewitheagle Germanempire

strength3. Crownofoakleaves Heroism4. Sword Readineestofight5. Olivebrancharound

theswordWillingnesstomakepeace

6. Black,redandgoldtricolour

Flagoftheliberal-nationalistsin1848,bannedbytheDukesoftheGermanstates

7. Raysoftherisingsun BeginningofaneweraNationalism and Imperialism

◆ Bythelastquarterofthenineteenthcenturynationalism no longer retained its idealisticliberal-democraticsentiment.

◆ ThemajorEuropeanpowersmanipulatedthenationalistaspirationsofthesubjectpeoplesinEuropetofurthertheirownimperialistaims.

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DATE LINE

17001714 – George–1becamethekingofGreatBritain

1715 – LouisXVbecamethekingofFrance

1740–1748 – ThewaroftheAustrianSuccession

1756–1763 – TheSevenYearsWar

1776 – TheAmericanDeclarationofIndependence

1789 – TheFrenchRevolution

1797 – NapoleonInvadedItaly,NapoleonicWarsBegins1800

1804 – NapoleonicCode

1814 – TheFirstTreatyofParis

1814–1815 – FallofNapoleon,theViennaPeaceSettlement,NapoleonescapedfromElba,gatheredanewarmy,butwasdefeatedatWaterloo.

1815 – TreatyofVienna

1821 – GreekStruggleforindependencebegan

1831 – GiuseppeMazziniestablishedYoungItaly

1832 – GreecegainedindependencefromtheOttomanEmpire,TreatyofConstantinople

1849–1878 – ThereignofVictorEmmanuel–IIofPiedmont:Sardinia.

1852 – CamilloCavourbecamethepremierofSardinia–Piedmont.

1859 – PiedmontandFrancedefeatedAustria,PiedmontannexedLombardy.

1859–1861 – TheUnificationofItaly.

1861 – GiuseppeMazziniestablishedYoungItaly

1861 – TheKingdomofItalywasannounced.VictorEmmanuel–IIofPiedmont-SardiniabecametheKingofItaly.

1866–1871 – TheUnificationofGermany

1867 – PrussiacreatedtheNorthGermanConfederation.

1870 – AfterFrancedeclaredwaronPrussia,ItalyannexedRome.

1870 – 1871–Franco–Prussianwar.1871 – ThePrussiankingWilliamIwasproclaimedGermanEmperoratVersailles,Germanyannexed

AlsaceandLorraine.

19001905 – SlavNationalismgatheredforceintheHabsburgandOttomanEmpires.

1914 – TheFirstWorldWar

1915

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Technical Terms

Absolutist: Literally,agovernmentorsystemofrulethathasnorestraintsonthepowerexercised.Inhistory,thetermreferstoaformofmonarchicalgovernmentthatwascentralized,militarizedandrepressive.Inotherwords,itisasystemofgovernmentwhereinlimitlesspowersarevestedinasinglepersonorbody.

Allegory: When an abstract idea (for instance, greed,envy,freedom,liberty)isexpressedthroughapersonorathing,itisknownasallegory.Anallegoricalstoryhastwomeanings,oneliteralandonesymbolic.

Conservatism: Apoliticalphilosophythatstressedtheimportanceoftradition,establishedinstitutionsandcustoms,andpreferredgradualdevelopmenttoquickchange.

Ethnic: Itrelatestoacommonracial,tribal,orculturaloriginorbackgroundthatacommunityidentifieswithorclaims.

Feminist: Itreferstoawarenessofwomen’srightsandinterestsbasedonthebeliefofthesocial,economicandpoliticalequalityofthegenders.

Ideology: Itissystemofideasreflectingaparticularsocialandpoliticalvision.

Junkers: TheyarethelargelandownersofPrussia.

Modern State: Itreferstoastateinwhichsovereigntyisexercisedbyacentralizedpoweroveraspecificterritoryandpopulation.

Nationalism: Afeelingofonenesswiththesocietyorthestate, loveanddevotionforthemotherlandandbeliefin the political identity of one’s country are the basicattributesofnationalism.

Nation State: Itreferstoastatethatestablishesitselfasaseparatepoliticalandgeographicalentityandfunctionasacompleteandsovereignterritorialunit.

Plebiscite: Adirectvotebywhichallthepeopleofaregionareaskedtoacceptorrejectaproposal.

Suffrage: Itistherighttovote.

Utopian: Itisavisionofasocietythatissoidealthatitisunlikelytoactuallyexist.

Objective Type Questions

I. Multiple Choice Questions

1. Which of the following statement is not true with reference to Napoleon? a) HepromoteddemocracyinFranceb) HeintroducedNapoleonicCodec) TheNapoleonicCodewasexportedtoallregions

underFrenchcontrold) Hemadetheadministrativesystemmorerational

andefficient.2. How did the new artists depicted Liberty during

the French Revolution?a) RaysoftherisingSunb) Blindfoldedwomancarryingapairofweighting

scales.c) AsafemalefigurewithaTorchofEnlightenment

inonehandandtheCharterofRightsofManintheotherhand.

d) Thegoldredandblacktricolour3. What does ‘la patrie’ and ‘le citoyen’ signify in the

French Revolution?a) Thefatherlandandthecitizensb) Thestateandthecommunityc) Themotherlandandthechildrend) Thecommunityandthecitizens

4. When did Napoleon invade Italy?a) 1790 b) 1797c) 1821 d) 1905

5. What was the main function of the Prussian – Zollverein?a) Reducecustomdutiesb) Abolishtariffbarriersc) Imposecustomdutiesonimportedgoodsd) Introducenewrulesfortrade.

6. Which measuring unit is “Elle” in Germany?a) Height b) Threadc) Cloth d) Land

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7. Which customs union was formed by Prussia to abolish tariff barriers?a) Zollvereinb) LaPatriec) Elled) EuropeanEconomicUnion

8. When was Congress of Vienna held?a) 1915 b) 1845c) 1815 d) 1885

9. Conservatives did not believe in establishing and preserving _________.a) Traditionalinstitutionsofstateandsocietyb) Themonarchyc) Socialhierarchiesd) Thedemocracy

10. Who was described as “the most dangerous enemy of social value” by Duke Metternich?a) GiuseppeMazzinib) JohannGottfriedc) LouisPhilipped) KarolKurpinski

11. An allegory of the French nation is_________a) Germania b) Mariannec) Liberty d) Noneofthese

12. Who was neither a revolutionary nor a democrat? a) Mazzinib) VictorEmmanuelIIc) Cavourd) Garibaldi

13. Which one of the following is not true regarding the “Balkan Problem”?a) The Balkans were not under the control of

OttomanEmpireb) TheBalkanstateswereveryjealousofeachotherc) Eachstatewantedtogainmereterritoryatthe

expenseofothers.d) TheBalkanwerealsothesceneofbigpower

rivalry14. Which country was not interested in extending

their own control over the Balkans? a) England b) Russiac) Germany d) Switzerland

15. Who founded the underground societies namely, Young Italy in Marsellies? a) Cavour b) Metternichc) GiuseppeGaribaldid) GiuseppeMazzini

16. Which country is known as the cradle of European civilisation? a) Italy b) Englandc) France d) Greece

17. What does a blind-folded woman carrying a pair of weighing scales symbolizes? a) Equality b) Libertyc) Justice d) Harmony

18. Who hosted the Congress at Vietnam in 1815? a) KingofNetherlandsb) GiuseppeMazzinic) DukeMetternichd) OttoVonBismarck

19. Which treaty recognised Greece as an independent nation? a) TreatyofVersaillesb) TreatyofViennac) TreatyofConstantinopled) TreatyofLausanne

20. Who said these words, “When France sneeze the rest of the Europe catches a cold”? a) Bismarck b) Mazzinic) Metternich d) Garibaldi

21. What does the crown of Oak leaves signifies?a) Willingnesstomakepeaceb) Heroismc) Beingfreedd) Beginninganewera

22. German empire strength is signified bya) Brokenchains b) Swordc) Breastplatewitheagled) Raysofrisingsun

23. ‘Bismarck of Italy’ was a) Garibaldi b) Mazzinic) Cavour d) Metternich

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24. The term Das volk means a) Economists b) Politicalleadersc) CommonPeople d) Traders

25. Napoleonic code (1804) a) Establishedequalitybeforelawb) Simplifiedadministrativedivisionsc) Improvedtransportandcommunicationd) Alloftheabove

26. In Galicia, the aristocracy spoke a) French b) Magyarc) German d) Polish

27. The July Revolution sparked an uprising in a) Poland b) Francec) Brussels d) England

28. Wilhelm Wolff was a a) Painter b) Philosopherc) Poet d) Journalist

29. Prussia created the North German confederation in a) 1867 b) 1861c) 1871 d) 1900

30. Slav Nationalism gathered force in the Habsburg and Ottoman Empire in a) 1914 b) 1905c) 1870 d) 1871

31. Who led the protest movement against the protestants in Ireland?(a) Garibaldi (b) WolfeTone(c) Mazzini (d) Cavour

32. Identify the correct statement with regard to ‘The Act of Union-1707’ from the following options. (a) TheBritishmonarchysurrenderedthepower

toEnglishParliament.(b) TheBritishparliamentseizedpowerfromIreland.(c) Theformationofthe‘UnitedKingdomofGreat

Britain’(d) TheBritishnationwasformedasaresultofa

warwithScotlandandWales.33. Which of the following was the result of the Act

of union 1707?(a) UnitedkingdomofIrish(b) UnitedkingdomofScotland(c) UnitedkingdomofAmerica(d) UnitedkingdomofGreatBritain

34. Who was proclaimed German Emperor after its unification?(a) ThePrussiankingWilliamI(b) TheRussiankingWilliamII(c) Thechiefminister,OttovanBismarck(d) Lenin

35. Which of the following revolutions is called as the first expression of ‘Nationalism’?(a) FrenchRevolution(b) RussianRevolution(c) GloriousRevolution(d) TheRevolutionoftheliberals

Answers

1 2 3 4 5 6 7 8 9 10 11 12

(a) (c) (a) (b) (b) (c) (a) (c) (d) (a) (b) (c)

13 14 15 16 17 18 19 20 21 22 23 24

(a) (d) (d) (d) (c) (c) (c) (c) (b) (c) (a) (c)

25 26 27 28 29 30 31 32 33 34 35

(d) (d) (c) (d) (a) (b) (b) (c) (d) (a) (a)

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Choose the correct option :a) A-(i),B-(ii),C-(iii),D-(iv)b) A-(ii),B-(iii),C-(iv),D-(i)c) A-(ii),B-(i),C-(iv),D-(iii)d) A-(iv),B-(i),C-(ii),D-(iii)

Ans. (c)A–(ii),B–(i),C–(iv),D–(iii)

4. Match the Column I with Column II and select the correct answer.

Column I Column II

A. Sword (i) BeginningofaneweraB. Black,redand

goldtricolour(ii) Largelandowners

C. Raysoftherisingsun

(iii) Flagoftheliberal-nationalists

D. Junkers (iv) Readinesstofight Choose the correct option :

a) A-(iv),B-(iii),C-(i),D-(ii)b) A-(i),B-(ii),C-(iii),D-(iv)c) A-(ii),B-(iii),C-(iv),D-(i)d) A-(iii),B-(ii),C-(i),D-(iv)

Ans. (a)A–(iv),B–(iii),C–(i),D–(ii)


Column I Column II

A. Meaningof‘LeCitoyen’

(i) Free

B. Meaningof‘LaPatrie’

(ii) Thefatherland

C. Meaningof‘elle’ (iii) ThecitizenD. Meaningof

‘libre’(iv) Themeasureof

cloth Choose the correct option :

a) A-(i),B-(ii),C-(iii),D-(iv)b) A-(ii),B-(iii),C-(iv),D-(i)c) A-(iii),B-(ii),C-(iv),D-(i)d) A-(iv),B-(i),C-(ii),D-(iii)

Ans. (c)A-(iii),B-(ii),C-(iv),D-(i)

II. Match Based Type Questions


Column I Column II

A. 1815 (i) UnificationofItalyB. 1859 (ii) TreatyofViennaC. 1814 (iii) FirstWorldWarD. 1914 (iv) TreatyofParis

Choose the correct option :a) A-(i),B-(ii),C-(iii),D-(iv)b) A-(ii),B-(i),C-(iv),D-(iii)c) A-(iv),B-(ii),C-(i),D-(iii)d) A-(iii),B-(i),C-(iv),D-(ii)

Ans. (b)A–(ii),B–(i),C–(iv),D–(iii)2. Match the Column I with Column II and select

the correct answer.Column I Column II

A. VictorEmmanuelII

(i) Prussia

B. NorthGermanConfederation

(ii) KingdomofItaly

C. GiuseppeMazzini

(iii) HabsburgandOttomanEmpire

D. Slavnationalism (iv) YoungItaly Choose the correct option :

a) A-(iv),B-(ii),C-(i),D-(iii)b) A-(i),B-(ii),C-(iii),D-(iv)c) A-(iii),B-(i),C-(iv),D-(ii)d) A-(ii),B-(i),C-(iv),D-(iii)

Ans. (d)A–(ii),B–(i),C–(iv),D–(iii)3. Match the Column I with Column II and select

the correct answer.Column I Column II

A. CrownofOakleaves

(i) Beingfreed

B. Brokenchains (ii) HeroismC. Olivebranch

aroundthesword(iii) Symbolofthe

GermanempireD. Breastplatewith

eagle(iv) Willingnessto

makepeace

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III. Assertion and Reason Type Questions

Direction: In the question given below, there are two statements marked as Assertion (A) and Reason (R). Read the statements and chose the correct option:

(a) Both A and R are true and R is the correct explanation of A.

(b) Both A and R are true but R is not the correct explanation of A.

(c) A is true but R is false.(d) A is false but R is true.1. Assertion (A):Fromtheverybeginning,the

French revolutionaries introduced variousmeasuresandpracticesliketheideasofla patrieandle citoyen

Reason (R):ThiswasdonetocreateasenseofcollectiveidentityamongsttheFrenchpeople.

Ans. (a) Both A and R are true and R is the correct explanationofA.

2. Assertion (A):On 18May 1848,831 electedrepresentatives marched in the Frankfurtparliament.

Reason (R):Theelectedrepresentativesrevoltedagainsttheissueofextendingpoliticalrightstowomen.

Ans. (c)AistruebutRisfalse.3. Assertion (A):Culture played an important

roleincreatingtheideaofthenation. Reason (R):WeaversinSilesiahadledarevolt

againstcontractorswhosuppliedrawmaterialandgavethemordersforfinishedtextilesbutdrasticallyreducedtheirpayments.

Ans. (b)BothAandRaretruebutRisnotthecorrect explanationofA.4. Assertion (A):Germany,ItalyandSwitzerland

were divided into kingdoms, duchies andcantons whose rulers had their autonomousrule.

Reason (R):Theywerecloselyboundtoeachotherinspiteoftheirautonomousrule.

Ans. (c)AistruebutRisfalse.

5. Assertion (A): Giuseppe Mazzini workedwiththeconservationforthemonarchy.

Reason (R):Italycouldnotcontinuetobeapatchworkofsmallstatesandkingdoms.

Ans. (d)AisfalsebutRistrue.6. Assertion (A): Ideas of national unity in

early-nineteenthcenturyEuropewerecloselyalliedtotheideologyofliberalism.

Reason (R): Napoleon’s administrativemeasureshad createdoutof countless smallprincipalitiesaconfederationof39states..

Ans. (b)BothAandRaretruebutRisnotthecorrect explanationofA.7. Assertion (A):AlargepartoftheBalkanswas

underthecontroloftheOttomanEmpire. Reason (R): The French Revolution

transferred the Sovereignty from the peopletothemonarch.

Ans. (c)AistruebutRisfalse.

IV. Picture Based Type Questions

1. Which of the following aspect best signifies this image of Germania?

(a) HeroismandJustice(b) Folkandculturaltradition(c) AusterityandAsceticism(d) Revengeandvengeance

Ans. (a)HeroismandJustice

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2. The painting “The Dream of worldwide Democratic and Social Republics” was prepared by whom?

(a) NapoleonBonaparte(b) GiuseppeMazzini(c) GiuseppeGaribaldi(d) FredricSorrieu

Ans. (d)FredricSorrieu3. Who is represented as a postman in the given image?

(a) HenryPatullo (b) DukeMetternich(c) NapoleanBonaparte(d) GiuseppeMazzini

Ans. (c)NapoleanBonaparte4. The cover of German almanac designed by the

journalist Andreas Rebmann in 1798 describes which event.

(a) ThecityofMainz(b) TwobuildingsofFrance(c) StormingofBastilleFort(d) Noneofthese

Ans. (c)StormingofBastilleFort5. Which of the following option best signifies this

caricature?

(a) NapoleanBonaparteintheFrenchParliament(b) KaiserWilliamIIinthePrussianParliament(c) VictorEmmanuelIIintheItalianParliament(d) OttovonBismarckintheGermanReichstag

(Parliament)Ans. (d) Otto von Bismarck in the German

Reichstag(Parliament)6. Which idea is best expressed in this image?

(a) Nationalism (b) Revolution(c) Romanticism (d) Conservatism

Ans. (c)Romanticism

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V. Case Based Type Questions

1. Read the extract given below and answer the questions that follows:

WhatweknowtodayasGermany,ItalyandSwitzerlandweredividedintokingdoms,duchiesandcantonswhoserulershadtheirautonomousterritories.EasternandCentralEuropewereunder autocraticmonarchieswithintheterritoriesofwhichliveddiversepeoples.Theydidnotseethemselvesassharingacollectiveidentityoracommonculture.Often,theyevenspokedifferentlanguagesandbelongedtodifferentethnicgroups.TheHabsburgEmpirethatruledoverAustria-Hungary,forexample,wasapatchworkofmanydifferentregionsandpeoples.ItincludedtheAlpineregions–theTyrol,AustriaandtheSudetenland–aswellasBohemia,wherethearistocracywaspredominantlyGerman-speaking.ItalsoincludedtheItalian-speakingprovincesofLombardyandVenetia.InHungary,halfofthepopulationspokeMagyarwhiletheotherhalfspokeavarietyofdialects.InGalicia,thearistocracyspokePolish.Besidesthesethreedominantgroups,therealsolivedwithintheboundariesoftheempire,amassofsubjectpeasantpeoples–BohemiansandSlovakstothenorth,SlovenesinCarniola,Croatstothesouth,andRoumanstotheeastinTransylvania.Suchdifferencesdidnoteasilypromotea senseofpoliticalunity.Theonlytiebindingthesediversegroupstogetherwasacommonallegiancetotheemperor.Answer the following MCQs by choosing the most appropriate option.(i) Who were the land owning class?

(a) Peasantry(b) Aristocracy(c) Socialgroup(d) Industrialists

Ans. (b)Aristocracy

(ii) Markets were not free as the_____________ confederacies of France had their own laws which posed problems for the free movement of goods. (a) 28 (b) 38(c) 29 (d) 39

Ans. (d)39

(iii) Who were denied the right to vote?(a) Menwithoutpropertyandwomen(b) Womenandmenwithproperty(c) Allmenandwomen(d) OnlywomenAns. (a)Menwithoutpropertyandwomen

(iv) Which measuring unit is “Elle” in Germany?(a) Height (b) Thread(c) Cloth (d) Land

Ans. (c)Cloth2. Read the extract given below and answer the questions

that follows: After1848,nationalisminEuropemovedawayfromits

associationwithdemocracyandrevolution.Nationalistsentiments were often mobilised by conservativesfor promoting state power and achieving politicaldominationoverEurope.This canbe observed intheprocessbywhichGermanyandItalycametobeunifiedasnation-states.Asyouhaveseen,nationalistfeelingswerewidespreadamongmiddle-classGermans,whoin1848triedtounitethedifferentregionsoftheGermanconfederationintoanation-stategovernedbyanelectedparliament.Thisliberalinitiativetonation-buildingwas,however,repressedbythecombinedforcesofthemonarchyandthemilitary,supportedbythelargelandowners.Answer the following MCQs by choosing the most appropriate option.(i) Who was proclaimed German Emperor in

a ceremony held at Hall of Mirrors in the Palace of Versailles?(a) KaiserWilliamI(b) OttovonBismarck(c) GeneravonRoon(d) VictorEmmanuelII

Ans. (a)KaiserWilliamI(ii) What did the nation-building process in

Germany demonstrated?(a) A strong emphasis onmodernising the

currency.(b) AjudicialsystemsinGermany.(c) ThedominanceofPrussianstatepower.(d) Thepossibilityofeconomicdevelopment

andpoliticaldominance.Ans. (c)ThedominanceofPrussianstatepower.

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(iii) Who was the chief commander of the Prussian army?(a) KaiserWilliamI(b) OttovonBismarck(c) GeneralvonRoon(d) VictorEmmanuelII

Ans. (c)GeneralvonRoon(iv) Who had sought to put together a coherent

programme for a unitary Italian Republic?(a) VictorEmmanuelII(b) OttovonBismarck(c) GeneralvonRoon(d) GiuseppeMazzini

Ans. (d)GiuseppeMazzini3. Read the extract given below and answer the questions

that follows: Artists in the eighteenth and nineteenth centuries

foundawayoutbypersonifyinganation.Inotherwords they represented a country as if it were aperson. Nations were then portrayed as femalefigures.Thefemaleformthatwaschosentopersonifythenationdidnotstandforanyparticularwomaninreallife;ratheritsoughttogivetheabstractideaofthenationaconcreteform.Thatis,thefemalefigurebecameanallegoryofthenation.DuringtheFrenchRevolutionartistsusedthefemaleallegorytoportrayideassuchasLiberty,JusticeandtheRepublic.Answer the following MCQs by choosing the most appropriate option.(i) Which was not the characteristic of Marianne?

(a) Tricolour (b) Cockade(c) Bluecap (d) Allofthese

Ans. (c)Bluecap(ii) The attributes of Liberty is/are

(a) brokenchain (b) redcap(c) both(a)and(b)(d) blindfoldedwoman

Ans. (c)both(a)and(b)(iii) What did the statues of Marianne remind

the public?(a) Thenationalsymbolofunity(b) Topersuadethemtoidentifywithit(c) Togivetheabstractideaofthenation(d) Both(a)and(b)

Ans. (d)Both(a)and(b)

4. What was the significance of ‘Broken chains’?(a) Beingfreed (b) Heroism(c) Readinesstofight(d) Willingnesstomakepeace

Ans. (a)Beingfreed4. Read the extract given below and answer the questions

that follows: In theGermanregionsa largenumberofpolitical

associations whose members were middle-classprofessionals,businessmenandprosperousartisanscametogetherinthecityofFrankfurtanddecidedtovoteforanall-GermanNationalAssembly.On18May1848,831electedrepresentativesmarchedinafestiveprocessiontotaketheirplacesintheFrankfurtparliamentconvenedintheChurchofStPaul.TheydraftedaconstitutionforaGermannationtobeheadedbyamonarchy subject to aparliament.When thedeputiesofferedthecrownonthesetermstoFriedrichWilhelmIV,KingofPrussia,herejecteditandjoinedothermonarchstoopposetheelectedassembly.Whiletheoppositionofthearistocracyandmilitarybecamestronger,thesocialbasisofparliamenteroded.Theparliament was dominated by the middle classeswhoresisted thedemandsofworkersandartisansandconsequentlylosttheirsupport.Intheendtroopswerecalledinandtheassemblywasforcedtodisband.Theissueofextendingpoliticalrightstowomenwasacontroversialonewithintheliberalmovement,inwhichlargenumbersofwomenhadparticipatedactivelyovertheyears.Womenhadformedtheirownpoliticalassociations,foundednewspapersandtakenpartinpoliticalmeetingsanddemonstrations.Answer the following MCQs by choosing the most appropriate option.(i) In which year all men of 21 years and above

in France regardless of their wealth did get the right to vote?(a) 1848 (b) 1819(c) 1845 (d) 1854

Ans. (a)1848(ii) Where was the Frankfurt parliament convened?

(a) ChurchofSt.John(b) ChurchofSt.Paul(c) ChurchofSt.Mary(d) Noneofthese

Ans. (b)ChurchofSt.Paul

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(iii) People from which classes mainly constituted the members of many political association in the German region?(a) Businessmen(b) Prosperousartisans(c) Middle-classprofessionals(d) Alltheabove

Ans. (d)Alltheabove(iv) What was the role of women in the church of

St. Paul?(a) Theywereadmittedonlyasobserversto

standinthevisitor’sgallery(b) Theydominatedandfoughtfortheirright(c) Both‘a’and‘b’(d) Noneofthese

Ans. (a)Theywereadmittedonlyasobserverstostandinthevisitor’sgallery

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

Nationswerethenportrayedasfemalefigures.Thefemaleformthatwaschosentopersonifythenationdidnotstandforanyparticularwomaninreallife;ratheritsoughttogivetheabstractideaofthenationaconcreteform.Thatis,thefemalefigurebecameanallegoryofthenation.Similar female allegorieswere inventedby artistsinthenineteenthcenturytorepresentthenation.InFranceshewaschristenedMarianne,apopularChristianname,whichunderlinedtheideaofapeople’snation.HercharacteristicsweredrawnfromthoseofLibertyandtheRepublic–theredcap,thetricolour,thecockade.StatuesofMariannewereerected inpublicsquarestoremindthepublicofthenationalsymbolofunityandtopersuadethemtoidentifywithit.Marianneimagesweremarkedoncoinsandstamps.Similarly,GermaniabecametheallegoryoftheGermannation.Invisualrepresentations,Germaniawears a crown of oak leaves, as theGerman oakstandsforheroism.Answer the following MCQs by choosing the most appropriate option.(i) What was the name given to the female allegory

in French?(a) Marianne (b) Mazzini(c) Garibadi (d) Cavour

Ans. (a)Marianne

(ii) Marianne image were marked on ____ and ____.(a) Coins (b) Stamps(c) Oakleaves (d) ‘a’and‘b’

Ans. (d)‘a’and‘b’(iii) What was the main characteristic of Germania?

(a) Coinsandstamps(b) Goldbracelet(c) CrownofOakleaves(d) Allofthese

Ans. (c)CrownofOakleaves(iv) What does the crown of oak leaves worn by

Germania stand for?(a) Freedom (b) Unity(c) Heroism (d) Readinesstofight

Ans. (c)Heroism6. Read the extract given below and answer the questions

that follows: FollowingthedefeatofNapoleonin1815,European

governmentsweredrivenbyaspiritofconservatism.Conservatives believed that established, traditionalinstitutionsofstateandsociety–likethemonarchy,the Church, social hierarchies, property and thefamily –should be preserved. Most conservatives,however,didnotproposeareturntothesocietyofpre-revolutionarydays.Rather,theyrealised,fromthechangesinitiatedbyNapoleon,thatmodernisationcouldinfactstrengthentraditionalinstitutionslikethemonarchy.Itcouldmakestatepowermoreeffectiveandstronger.Amodernarmy,anefficientbureaucracy,adynamiceconomy,theabolitionoffeudalismandserfdomcouldstrengthentheautocraticmonarchiesofEurope.In1815,representativesoftheEuropeanpowerswhohadcollectivelydefeatedNapoleon,metatViennatodrawupasettlementforEurope.TheCongress was hosted by the Austrian ChancellorDukeMetternich.ThedelegatesdrewuptheTreatyofViennaof1815withtheobjectofundoingmostofthechangesthathadcomeaboutinEuropeduringtheNapoleonicwars.TheBourbondynasty,whichhadbeendeposedduringtheFrenchRevolution,wasrestoredtopower,andFrancelosttheterritoriesithadannexedunderNapoleon.AseriesofstatesweresetupontheboundariesofFrancetopreventFrenchexpansioninfuture.

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Answer the following MCQs by choosing the most appropriate option (i) Which of the following statements correctly describes about European conservative ideology?

(a) PreservationofbelievesintroducedbyNapoleon(b) PreservationoftwosectsofChristianity(c) Preservationofsocialistideologyineconomicsphere(d) Preservationoftraditionalistbeliefsinstateandsociety

Ans. (c)Preservationofsocialistideologyineconomicsphere

(ii) Identify the purpose to convene the Vienna of Congress in 1815 from the following options? (a) TodeclarecompetitionofGermanunification(b) TorestoreconservativeregimeinEurope(c) TodeclarewaragainstFrance(d) TostarttheprocessofItalianUnification

Ans. (b)TorestoreconservativeregimeinEurope

(iii) What did conservatives focus on at the Congress of Vienna? Select the appropriate option. (a) Tore-establishpeaceandstabilityinEurope.(b) ToestablishsocialisminEurope(c) TointroducedemocracyinFrance(d) TosetupanewParliamentinAustria

Ans. (a)Tore-establishpeaceandstabilityinEurope.

(iv) How did the Congress of Vienna ensure peace in Europe? Select the appropriate option (a) WiththerestorationofBourbonDynasty(b) AustriawasnotgiventhecontrolofNorthernItaly(c) LayingoutabalanceofpowerbetweenallthegreatpowersinEurope.(d) BygivingpowertotheGermanconfederation

Ans. (c)LayingoutabalanceofpowerbetweenallthegreatpowersinEurope.

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