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

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

Case Study Question 1:

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

Answer the following MCQ by choosing the most appropriate options:

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

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

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

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

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

Preparing for case study and passage-based questions in class 10 social science can be challenging, but it is important to remember that with the right approach, you can effectively tackle these types of questions. Here are some steps you can take to prepare for case study questions for class 10 social science:

• Understand the format of case study questions: Case study questions for class 10 social science usually require you to read a scenario or a passage and answer a set of questions based on it. These questions can be based on various topics like history, geography, economics, or civics.
• Read and analyze the case study or passage carefully: The first step in answering case study questions is to read the scenario or passage carefully. Try to identify the main idea or theme of the passage and note down any important details that you think are relevant. Pay attention to any maps, graphs, or charts that are included as they can be helpful in answering the questions.
• Identify the type of questions being asked: After reading the case study or passage, you should analyze the questions being asked. Try to identify the type of question, whether it is a factual question or an analytical question. Factual questions require you to provide specific details from the passage, while analytical questions require you to use your critical thinking skills to analyze the information presented in the passage.
• Use your textbook and notes: To prepare for case study questions for class 10 social science, it is important to have a thorough understanding of the topics covered in your textbook. Go through your notes and textbook to revise the relevant topics and concepts. This will help you to answer the questions more accurately.
• Practice sample questions: One of the best ways to prepare for case study questions is to practice answering sample questions. Try to find sample questions online or in your textbook and practice answering them. This will help you to get comfortable with the format of the questions and improve your speed and accuracy.

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Chapter 1 Class 10 History - Rise of Nationalism in Europe

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If you are a Class 10 student , you know how important history is for your academic and personal growth. History is not only a subject, but also a story, a lesson, and a legacy . History helps you to learn about the past, understand the present, and shape the future. 🌟

But learning history can be boring, confusing, and overwhelming, especially if you don't have the right guidance, resources, and practice. That's why we have created a comprehensive and engaging Class 10 History Chapter 1 Class 10 History Rise of Nationalism in Europe course for you. 🙌

Our course covers all the topics and concepts that you need to ace your Class 10 History Chapter 1 Class 10 History Rise of Nationalism in Europe exams and beyond. You will learn from the best teachers, who have years of experience and expertise in teaching history. You will also get access to highquality study materials, such as notes, videos, quizzes, and assignments. 📚

But that's not all. Our course also helps you to develop your critical thinking, analytical writing, and historical awareness skills. You will learn how to analyze and interpret different sources of historical information, such as maps, documents, images, etc. You will also learn how to write effective answers to different types of questions, such as factual, inferential, evaluative, etc. 🖋️

By the end of our course, you will be able to:

• Understand the meaning and significance of nationalism in Europe
• Trace the emergence and development of nationalism in various European countries
• Explain the role of culture, ideology, and revolution in shaping nationalism
• Compare and contrast different forms of nationalism, such as liberal, conservative, radical, etc.
• Appreciate the impact and legacy of nationalism on Europe and the world
• Have fun and enjoy learning history! 😊

So what are you waiting for? Join our Class 10 History Chapter 1 Class 10 History Rise of Nationalism in Europe course today and start your journey towards becoming a history lover. 💯

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Class 10 Social Science Case Study Questions

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

Purpose of Class 10 Social Science

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

Case Study Questions in Class 10 Social Science

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

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

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

Class 10 Social Science Case Study Questions Samples

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

Class 10 Social Science Case Study Question 1

Class 10 HISTORY: The Rise of Nationalism in Europe

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

Who was Frederic Sorrieu?

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

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

Which of the following statements correctly describes “absolutist”?

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

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

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

Answer Key:

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

Class 10 Social Science Case Study Question 2

Class 10 GEOGRAPHY: Lifelines of National Economy

Read the extract and answer the question that follows:

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

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

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

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

Class 10 Social Science Case Study Question 3

Class 10 POLITICAL SCIENCE: Power-sharing

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

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

Answer the following MCQs by choosing the most appropriate option:

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

Class 10 Social Science Case Study Question 4

Class 10 ECONOMICS: Development

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

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

Class 10 Social Science curriculum at a glance

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

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

Class 10 SOCIAL SCIENCE COURSE CONTENT

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• First and foremost, myCBSEguide provides comprehensive and up-to-date study material for the entire syllabus including class 10 social science case study questions. In addition, myCBSEguide also provides practice questions, sample papers and previous year question papers to help students prepare for the exams.
• Another reason to choose myCBSEguide is the online tests. Online tests are a great way to test your knowledge and prepare for the exams.
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In conclusion, myCBSEguide is the ideal resource for CBSE social science Class 10 students, offering everything they need to excel in their studies.

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Class 10 History Chapter 1 Important Questions

Class 10 History Chapter 1 Important Questions and Notes of the Rise of Nationalism in Europe updated for new academic session 2024-25 based on latest NCERT Books and following the new CBSE Curriculum 2024-25. This collection of questions includes questions from CBSE Sample Papers, Board papers, Questions from NCERT Book’s intext questions and back exercises and other important questions. Ask your doubts through discussion forum and reply to your friends and other users also.

Class 10 History Chapter 1 Important Questions are given below to study online for new acadmic session 2024-25. These important questions contains the CBSE Board questions and varsity of questions from CBSE Sample Papers for practice. Ask your doubts in Discussion Forum to get proper answer and share your knowledge with your friends here.

10th History Chapter 1 Important Questions Set – 1

Give a short on frederic sorrieu, who prepared a series of four prints visualising dream of world.

In 1848, Frédéric Sorrieu, a French artist, prepared a series of four prints visualising his dream of a world made up of ‘democratic and social Republics’, as he called them. the series, shows the peoples of Europe and America – men and women of all ages and social classes– marching in a long train, and offering homage to the statue of Liberty as they pass by it they recognise the torch of Enlightenment she bears in one hand and the Charter of the Rights of Man in the other. On the earth remains of the symbols of absolutist institutions. In Sorrieu’s in the foreground of the image lie the shattered utopian vision the peoples of the world are grouped as distinct nations, identified through their flags and national costume.

Who were German and what is the colour of flag?

Germany, bearing the black, red and gold flag. German peoples did not yet exist as a united nation – the flag they carry is an expression of liberal hopes in 1848 to unify the numerous German-speaking principalities into a nation-state under a democratic constitution. Following the German peoples are the peoples of Austria, the Kingdom of the Two Sicilies, Lombardy, Poland, England, Ireland, Hungary and Russia.

When was first clear expression of nationalism come into the France?

The first clear expression of nationalism came with the French Revolution in 1789. France, as you would remember, was a full-fledged territorial state in 1789 under the rule of an absolute monarch The political and constitutional changes that came in the wake of the French Revolution led to the transfer of sovereignty from the monarchy to a body of French citizens. The revolution proclaimed that it was the people who would henceforth constitute the nation and shape its destiny.

What measures and practices introduced by the French revolutionaries?

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

The Nation State and its Three Feature

During the nineteenth century, nationalism emerged as a force which brought about sweeping changes in the political and mental world of Europe. The end result of these changes was the emergence of the nation-state in place of the multi-national dynastic empires of Europe. The concept and practices of a modern state, in which a centralised power exercised sovereign control over a clearly defined territory, had been developing over a long period of time in Europe. But a nation-state was one in which the majority of its citizens, and not only its rulers, came to develop a sense of common identity and shared history or descent.

10th History Chapter 1 Important Questions Set – 2

How did french revolution inspire the counties of europe for nationalism.

When the news of the events in France reached the different cities of Europe, students and other members of educated middle classes began setting up Jacobin clubs. Their activities and campaigns prepared the way for the French armies which moved into Holland, Belgium, Switzerland and much of Italy in the 1790s. With the outbreak of the revolutionary wars, the French armies began to carry the idea of nationalism abroad the wide swathe of territory that came under his control, Napoleon set about introducing many of the reforms that he had already introduced in France. Through a return to monarchy Napoleon had, no doubt, destroyed democracy in France, but in the administrative field he had incorporated revolutionary principles in order to make the whole system more rational and efficient.

Name the kingdom of Germany, Italy, and Switzerland?

Germany, Italy and Switzerland were divided into kingdoms, duchies and cantons whose rulers had their autonomous territories. Eastern and Central Europe were under autocratic monarchies within the territories of which lived diverse peoples. They did not see themselves as sharing a collective identity or a common culture. In Hungary, half of the population spoke Magyar while the other half spoke a variety of dialects. Bohemians and Slovaks to the north, Slovenes in Carniola, Croats to the south, and Roumans to the east in Transylvania

Describe the difference between Aristocracy and New Middle Class?

Socially and politically, a landed aristocracy was the dominant class on the continent. Europe the members of this class were united by a common way of life that cut across regional divisions. They owned estates in the countryside and also town-houses. They spoke French for purposes of diplomacy and in high society. To the west, the bulk of the land was farmed by tenants and small owners, while in Eastern and Central Europe the pattern of landholding was characterised by vast estates which were cultivated by serfs. In 1750’s Industrialisation began in England in the second half of the eighteenth century, but in France and parts of the German. In its wake, new social groups came into being: a working-class population, and middle classes made up of industrialists, businessmen, professionals.

What is Liberalism in sense of society and economy?

The meaning of ‘liberalism’ derives from the Latin root liber, meaning free. For the new middle classes liberalism stood for freedom for the individual and equality of all before the law. There is some political experiment in liberal democracy are the right to vote and to get elected was granted exclusively to property-owning men. Men without property and all women were excluded from political rights. Only for a brief period under the Jacobins did all adult males enjoy suffrage. However, the Napoleonic Code went back to limited suffrage and reduced women to the status of a minor, subject to the authority of fathers and husbands. Throughout the nineteenth and early twentieth centuries women and non-propertied men organised opposition movements demanding equal political rights.

How many custom barriers paid by people of Europe?

A merchant travelling in 1833 from Hamburg to Nuremberg to sell his goods would have had to pass through 11 customs barriers and pay a customs duty of about 5 per cent at each one of them. them. Duties were often levied according to the weight or measurement of the goods. As each region had its own system of weights and measures this involved time-consuming calculation. There are some cloth, for example, was the elle which in each region stood for a different length. An Elle of textile material bought in Frankfurt would get you54.7 cm of cloth, in Mainz 55.1 cm, in Nuremberg 65.6 cm, in Freiburg 53.5 cm.

The Napoleon Code

This Code was exported to the regions under French control. In the Dutch Republic, in Switzerland, in Italy and Germany, Napoleon simplified administrative divisions, abolished the feudal system and freed peasants from serfdom and manorial dues. Peasants, artisans, workers and new businessmen enjoyed a new-found freedom. Businessmen and small-scale producers of goods, in particular, began to realise that uniform laws, standardised weights and measures, and a common national currency would facilitate the movement and exchange of goods and capital from one region to another.

10th History Chapter 1 Important Questions Set – 3

What was zollverein describe its major steps to improve economy.

In 1834, a customs union or zollverein was formed at the initiative of Prussia and joined by most of the German states. There are some major steps to improve economy: The union abolished tariff barriers and reduced the number of currencies from over thirty to two. The creation of a network of railways further stimulated mobility, harnessing economic interests to national unification. A wave of economic nationalism strengthened the wider nationalist sentiments growing at the time.

Who and how introduce conservatism in Europe?

In 1815 by the Napoleon, defeat European Government were deriving the spirit of conservatism. Conservatives believed that established, traditional institutions of state and society – like the monarchy, the Church, social hierarchies, property and the family –should be preserved. Most conservatives, however, did not propose a return to the society of pre-revolutionary days. Rather, they realised, from the changes initiated by Napoleon, that modernisation could in fact strengthen traditional institutions like the monarchy.

Who did estate treaty of Vienna of !815?

The Treaty of Vienna of 1815 with the object of undoing most of the changes that had come about in Europe during the Napoleonic wars. The Bourbon dynasty, which had been deposed during the French Revolution, was restored to power, and France lost the territories it had annexed under Napoleon They setup boundaries of France it prevent for their future of the Netherlands, which included Belgium, was set up in the north and Genoa was added to Piedmont in the south. Prussia was given important new territories on its western frontiers, while Austria was given control of northern Italy. But the German confederation of 39 states that had been set up by Napoleon was left untouched. In the east, Russia was given part of Poland while Prussia was given a portion of Saxony.

Who was Lord Bourbon?

The lord Bourbon kings who had been restored to power during the conservative reaction after 1815, were now overthrown by liberal revolutionaries who installed a constitutional monarchy with Louis Philippe at its head. ‘When France sneezes,’ Metternich once remarked, ‘the rest of Europe catches cold.’

Giuseppe Mazzini

To be revolutionary at this time meant a commitment to oppose monarchical forms that had been established after the Vienna Congress, and to fight for liberty and freedom. Most of these revolutionaries also saw the creation of nation-states as a necessary part of this struggle for freedom. He was born in Genoa in 1807, He was thea member of the secret societyof the Carbonari. As a young man of 24, he was sent into exile in1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies, first, Young Italy in Marseilles and then, Young Europe in Berne, whose members were like-minded young men from Poland, France, Italy and the German states Mazzini’s relentless opposition to monarchy and his vision of democratic republics frightened the conservatives.

10th History Chapter 1 Important Questions Set – 4

How did greece get independent.

The Greece got the support from other Greeks living in exile and also from many West Europeans who had sympathies for ancient Greek culture. Poets and artists lauded Greece as the cradle of European civilisation and mobilised public opinion to support its struggle against a Muslim empire. Lord Byron, the Treaty of Constantinople of 1832 recognised Greece as an independent nation.

By whom conservative over through in the France?

An event that mobilised nationalist feelings among the educated elite across Europe was the Greek war of independence. Greece had been part of the Ottoman Empire since the fifteenth century.

When was Poland partitioned and why did Poland no longer existed its independent?

The Poland was being partitioned at the end of the eighteenth century by the Great Powers – Russia, Prussia and Austria. Even though Poland no longer existed as an independent territory, national feelings were kept alive through music and language. Karol Kurpinski, for example celebrated the national struggle through his operas and music, turning folk dances like the polonaise and mazurka into nationalist symbols Language also played an important role in developing nationalist sentiments. After Russian occupation, the Polish language was forced out of schools and the Russian language was imposed everywhere. In 1831, an armed rebellion against Russian rule took place which was ultimately crushed.

Describe the Hunger, Hardship and popular revolt?

When the years of great economic hardship. In 1830’s The first half of the nineteenth century saw an enormous increase in population all over Europe. In most countries there were more seekers of jobs than employment. Population from rural areas migrated to the cities to live in overcrowded slums. Small producers in towns were often faced with stiff competition from imports of cheap machine-made goods from England, where industrialisation was more advanced than on the continent. This was especially so in textile production, which was carried out mainly in homes or small workshops and was only partly mechanised. In those regions of Europe where the aristocracy still enjoyed power, peasants struggled under the burden of feudal dues and obligations. The rise of food prices or a year of bad harvest led to widespread pauperism in town and country.

Romanticism

The development of nationalism did not come about only through wars and territorial expansion. Culture played an important role in creating the idea of the nation: art and poetry, stories and music helped express and shape nationalist feelings. Let us look at Romanticism, a cultural movement which sought to develop a particular form of nationalist sentiment. Other Romantics such as the German philosopher Johann Gottfried Herder (1744-1803) claimed that true German culture was to be discovered among the common people – das volk. It was through folk songs, folk poetry and folk dances that the true spirit of the nation (volksgeist) was popularised.

10th History Chapter 1 Important Questions Set – 5

Describe the impact revolution of the liberals 1848 in europe.

The impact revolution of liberals are the monarch and a republic based on universal male suffrage had been proclaimed. – men and women of the liberal middle classes combined their demands for constitutionalism with national unification. They took advantage of the growing popular unrest to push their demands for the creation of a nation-state on parliamentary principle In the German regions a large number of political members were middle-class professionals, businessmen and associations whose prosperous artisans came together in the city of Frankfurt and decided to vote for an all-German National Assembly.

How did women start representation and what was reaction of national assembly in Europe?

Women had formed their own political associations, founded newspapers and taken part in political meetings and demonstrations. Despite this they were denied The issue of extending political rights to women was a controversial one within the liberal movement, in which large numbers of women had participated actively over the years. The reaction of national assembly was the years after 1848, the autocratic monarchies of Central and Eastern Europe began to introduce the changes that had already taken place in Western Europe before 1815. Thus serfdom and bonded labour were abolished both in the Habsburg dominions and in Russia. The Habsburg rulers granted more autonomy to the Hungarians in 1867.

Explain the contribution of Otto von Bismarck in German Unification?

The contribution of Otto van Bismarck the architect of this process carried out with the help of the Prussian army and bureaucracy. Three wars over seven years – with Austria, Denmark and France – ended in Prussian victory and completed the process of unification. In January 1871, the Prussian king, William I, was proclaimed German Emperor in a ceremony held at Versailles. Otto von Bismarck gathered in the unheated Hall of Mirrors in the Palace of Versailles to proclaim the new German Empire headed by Kaiser William I of Prussia.

Describe the unification of Italy? Why it is called that unification of Britain is not come out of struggle?

During the 1830s, Giuseppe Mazzini had sought to put together a coherent programme for a unitary Italian Republic. The failure of revolutionary uprisings both in 1831 and1848 meant that the mantle now fell on Sardinia-Piedmont under its ruler King Victor Emmanuel II to unify the Italian states through war. In the eyes of the ruling elites of this region, a unified Italy offered them the possibility of economic development and political dominance. Chief Minister Cavour who led the movement to unify the regions of Italy was neither a revolutionary nor a democrat. Like many other wealthy and educated members of the Italian elite, he spoke French much better than he did Italian. When the year of 1860, they marched into South Italy and the Kingdom of the Two Sicilies and succeeded in winning the support of the local peasants in order to drive out the Spanish rulers.

How did Britain became a United Kingdom?

The Act of Union (1707) between England and Scotland that resulted in the formation of the ‘United Kingdom of Great Britain’ meant, in effect, that England was able to impose its influence on Scotland. The British parliament was henceforth dominated by its English members. The growth of a British identity meant that Scotland’s distinctive culture and political institutions were systematically suppressed. The Catholic clans that inhabited the Scottish Highlands suffered terrible repression whenever they attempted to assert their independence. The Scottish Highlanders were forbidden to speak their Gaelic language or wear their national dress, and large numbers were forcibly driven out of their homeland.

The Making of Germany and Italy

After 1848, nationalism in Europe moved away from its association with democracy and revolution. Nationalist sentiments were often mobilised by conservatives for promoting state power and achieving political domination over Europe. Germany and Italy came to be unified as nation-states. As you have seen, nationalist feelings were widespread among middle-class Germans, who in 1848 tried to unite the different regions of the German confederation into a nation-state governed by an elected parliament. From then on, Prussia took on the leadership of the movement for national unification.

10th History Chapter 1 Important Questions Set – 6

Why did female figure became allegory.

In other words they represented a country as if it were a person. Nations were then portrayed as female figures. The female form that was chosen to personify the nation did not stand for any particular woman in real life; rather it sought to give the abstract idea of the nation a concrete form. That is, the female figure became an allegory of the nation.

Describe about Allegory of the France with their symbol and significance?

France she was christened Marianne, a popular Christian name, which underlined the idea of a people’s nation. Her characteristics were drawn from those of Liberty and the Republic – the red cap, the tricolour, the cockade. Statues of Marianne were erected in public squares to remind the public of the national symbol of unity and to persuade them to identify with it. Marianne images were marked on coins and stamps. Similarly, Germania became the allegory of the German nation. In visual representations, Germania wears a crown of oak leaves, as the German oak stands for heroism.

In Europe, which area is called Balkans and Why?

The most serious source of nationalist tension in Europe after 1871 was the area called the Balkans. The Balkans was a region of geographical and ethnic variation comprising modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro whose inhabitants were broadly known as the Slavs. A large part of the Balkans was under the control of the Ottoman Empire.

Why did Nationalist conflict rise in the Balkans?

The Balkan states were fiercely jealous of each other and each hoped to gain more territory at the expense of the others. Matters were further complicated because the Balkans also became the scene of big power rivalry. During this period, there was intense rivalry among the European powers over trade and colonies as well as naval and military might. These rivalries were very evident in the way the Balkan problem unfolded.

How were inspired by the sense of collective national Unity?

The anti-imperial movements that developed everywhere were nationalist, in the sense that they all struggled to form independent nation-states, and were inspired by a sense of collective national unity, forged in confrontation with imperialism. European ideas of nationalism were nowhere replicated, for people everywhere developed their own specific variety of nationalism. But the idea that societies should be organised into ‘nation-states’ came to be accepted as natural and universal.

Catholics and Protestants

The deeply distribution of Catholics and Protestants The English helped the Protestants of Ireland to establish their dominance over a largely Catholic country Catholic revolts against British dominance were suppressed. After a failed revolt led by Wolfe Tone and his United Irishmen (1798), Ireland was forcibly incorporated into the United Kingdom in 1801. A new ‘British nation’ was forged through the propagation of a dominant English culture. The symbols of the new Britain – the British flag (Union Jack), the national anthem (God Save Our Noble King), the English language – were actively promoted and the older nations survived only as subordinate partners in this union.

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• The Rise of Nationalism in Europe Class 10 History Chapter 1 Notes (Free PDF Download)
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The Rise of Nationalism in Europe Class 10 Notes History Chapter 1 - PDF Download

Class 10 Social Science Chapter 1 in History deals with one of the most important social changes in Europe. The Rise of Nationalism in Europe was not a single event but a series of events that resulted in Nationalism in Europe. Nationalism in Europe started in the 18th century and reached its peak in the 19th century when it spread to most of the European countries. The Class 10 History Chapter 1 notes are prepared for your benefit and will help you in getting a deeper understanding of the events and political environment of Nationalism in Europe. Let's get an idea of CBSE Nationalism in Europe Class 10 Notes by reading further.

CBSE Class 10 History Chapter Wise Notes 

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Access Class 10 History Chapter 1 Notes - Rise of Nationalism in Europe

Frederic sorrieu.

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

He visualized his dreams, that is, a world of social and democratic republics.

In Sorrieu’s utopian vision, the people of the world are grouped as distinct nations. They are identified through their flags and national costume.

Leading the procession are USA and Switzerland,which is  followed by France and Germany. Following Germany are Austria, Kingdom of the two Sicilies, Lombardy, Poland, England, Ireland, Hungary and Russia.

French Revolution

French revolution in 1789, was the start of nationalism.

French revolutionaries took many steps to create a feeling of collective identity:

Innovative ideas such as Le citoyen and La Partie

Creation of a new French flag.

Election of National Assembly, also renaming from estate general to National Assembly.

The administrative system which is consolidated.

Abolishing of customs and internal duties.

Uniform weights and measures were introduced.

French was getting a common language.

Napoleonic Code

Napoleon destroyed France democracy.

Introduction of Civil code 1804, which was called Napoleonic code.

Features of this code are:

Abolishing of all birth rights and privileges.

Establishment of equality before the law.

Security of right to property.

Guild restrictions were removed.

New Middle Class

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

Peasants were the majority in the population.

Since industrialization in England, a new social class known as working class was emerged.

It included artisans, industrialists, businessmen and so on.

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

Each and every women and property-less men were restricted from all political rights.

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

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

A New Conservatism After 1815

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

They use to meet in Vienna to draw up a European settlement called as treaty of Vienna.

As per this treaty:

Power was restored by the Bourbon dynasty.

During the Napoleonic wars, France lost all its territories.

39 states of the German Confederation were formed by Napoleon, left untouched.

On the French boundary, borders were made to prevent France from expanding.

The Revolutionaries

Guiseppe Mazzini

Born in Genoa in 1807.

Was a member of secret society of carbonate.

He established 2 secret societies: Young Europe in Berne and Young Italy in Marseilles.

The main aim was to unify Italy in a republic.

The Age of Revolution: 1830-1848

Bourbon kings have overthrown to set up a constitutional monarchy in July 1830.

Greece was struggling for independence which was a part of the Ottoman Empire.

Greece was declared as an independent nation in Treaty of Constantinople signed in 1832.

National feeling was the main focused area.

German philosopher, Johan Gottfried discovered the culture in common people through music, dance and folk poetry.

There were fewer jobs and more people.

Due to the rise in food costs and bad harvesting, widespread pauperism in the country.

Silesia weavers in 1845, revolt against contractors.

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

Making of German

Otto Von Bismarck took a leadership role with the support of Prussian army and bureaucracy. 

Kaiser William 1 was the new head of the German empire.

Making of Italy

Giuseppe Mazzini headed the unification program which got failed.

Victor Emmanuel II became the new king of unified Italy in 1861.

English Parliament seized power from the ruling monarchy.

British force took Ireland, in 1801 after the revolution failed.

British Nation was formed and it was facilitated through the mass propagation of English culture.

Nationalism and Imperialism

Modern Balkans included Bulgaria, Croatia, Greece, Romania, Bosnia-Herzegovina, Albania, Serbia, Macedonia, Montenegro and Slovenia.

This area was made explosive by Romantic nationalism, hence, major European wanted to have control over this area.

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

Important Questions and Answers For Class 10 History Chapter 1 Notes

1. What was the aim of the French Revolution?

Ans: Following was the aim of French Revolution:

It was the starting of nationalism in France and the main objective was to build a collective identity in French people.

Ideas like Le Citoyen and La Patrie promoted the belief of united community that enjoy equal rights in the constitution.

2. Who was the ‘Hero of two Worlds’ and what was his role in the unification of Italy?

Ans: Giuseppe Garibaldi was the ‘Hero of two Worlds’. He was born in 1807 and played important role in the unification of Italy. Two secret societies were formed: Young Italy in Marseilles and Young Europe in Berne. According to his belief, Italy wouldn’t have survived as smaller states and it needed to be unified.

3. Write about the two female allegories in the 19 th century.

Ans: The two female allegories in the 19th century are:

Marianne – She was named Marianne in France which was a Christian name, useful to promote the idea of people’s nation. An important feature was inspired by liberty and republic. Soon statues of Marianne became symbol of unity.

Germania – She was an allegory of Germany. She wore a beautiful crown made up of oak leaves. It was distinctively hung from St. Paul Church ceiling to represent the liberal revolution.

4. Name some of the characteristic features of conservative regimes.

Ans: Characteristic feature of conservative regimes are:

Intolerant to criticism and dissent.

Censored press

Suppressed questions that challenged their legitimacy.

5. Explain the importance of National feeling and Imagination.

Ans: The culture was important for the development of national feelings. It was through arts, poetry, music, stories which created nationalist feelings. Glorification of science was criticized openly and it was replaced by intuitions, sentiments and emotions. This was known as romanticism aimed to create national sentiments. Language also played important role in developing national feelings.

The Rise of Nationalism in Europe - Free PDF of Class 10 History Chapter 1 Notes

The Class 10 Social Science Chapter 1 in History is available for free in PDF. For class notes in detail and further chapter solutions, we have a dedicated section for the students of boards. The chapter Frédéric Sorrieu’s visualisation of his dream and it ends with the spread of imperialism. Refer to CBSE Nationalism in Europe Class 10 Notes to get an in-depth understanding of the chapter.

Important Topics Covered under CBSE Class 10 History Chapter 1 Notes

The following is a list of important concepts or topics discussed in Chapter 1 of CBSE Class 10 History.

The French Revolution and the Idea of the Nation

The making of nationalism in europe, the aristocracy and the new middle class, what did liberal nationalism stand for.

A New Conservatism after 1815

The Age of Revolutions: 1830-1848

The romantic imagination and national feeling.

Hunger, Hardship, and Popular Revolt

1848: The Revolution of the Liberals

The Making of Germany and Italy

Germany – can the army be the architect of a nation, italy unified, the strange case of britain, visualising the nation, the rise of nationalism in europe.

The CBSE Nationalism in Europe Class 10 Notes starts with the dream Sorrieu had of a world made up of democratic and social republics. His idea of nationalism excludes class-based divisions and he divides the people marching in the scene by their nations. Men and women marching together with flags of their nation can be seen depicting a nationalist feeling.

The French revolution during 1789 gave a clear image of nationalism in the minds of people all over. The idea of nationalism grew further with ideas like la Patrie and le Citoyen.

Nationalism as an idea and spirit spread to many parts of Europe and Jacobin clubs started popping up everywhere in Europe.

The French army invaded many other countries like Holland, Belgium and Switzerland by the 1790s. Napoleon destroyed democracy in France and established monarchy.

Napoleon did away with birth based privileges and implemented a codified system known as the Napoleonic Code in 1804.

Europe was divided into various dutchies and empires instead of countries like present day. The idea of nation-states was non-existent then.

The late eighteenth century and early nineteenth century was dominated by the aristocracy. They were not only connected to each other by business but also marriage on many occasions.

The Industrial Revolution paved the way for industries to set up in cities and a new class emerged. They started dominating the city spaces and came to be known as the middle class.

Socially, liberalism stood for the idea of freedom for the individual and equality before the law.

Politically, it was implied for a government by people’s choice.

Economically, liberalism meant that merchants could freely trade their wares and move around in various regions for business purposes.

As economic liberalism grew, the feeling of nationalism also grew to greater heights.

A lot of people felt that traditional institutions and systems needed to be brought back. Even though many understood that they do not need to go to pre-revolutionary days, they felt modernisation might strengthen their traditional institutes.

The Treaty of Vienna was responsible for undoing most of the changes done by Napoleon. Monarchies overthrown by Napoleon were tried to be brought back through these measures.

Conservatives of 1815 did not tolerate any kind of dissent, criticism and controlled the speech of the public by censorship. Freedom of speech was curbed as much as possible. Although the liberal-nationalist were still working actively despite all this.

The Conservatives tried curbing the freedom of speech but they were unable to do so. Liberal nationalists found ways and set up secret societies to spread the message of nationalism.

One such liberal-nationalist was Giuseppe Mazzini. He founded Young Italy and Young Europe.

Many secret societies were set up in Germany, France, Switzerland, and Poland. Mazzini and his activities had now started to terrorize the conservatives.

Liberal-nationalist started to be associated with various revolutions in many European regions. The primary belong to the educated middle-class elite. The first set of shocks was felt by the Bourbon Kings who were overthrown by liberal-nationalist. Another revolution due to nationalism was the Greek War of Independence.

Nationalism was not only displayed through rebellion and revolution but also through culture. Poetry, story music and everything else also played an important role in shaping nationalism among people.

Under romanticism, established writers and poets criticized the use of science and reason and emphasized the importance of emotions, intuition, and created a sense of shared feeling.

Folk songs, folk poetry, and folk dances got popular, as they were being used as a nation-building tool by the common people.

The language was also used as a weapon against monarchy for any Anti-National element. In regions where another language was imposed, removing the vernacular one, there were rebellions, and vernacular language was re-established in institutions.

Hunger, Hardship and Popular Revolt

Europe was hit with economic peril around the 1830s. There was a population boom all over Europe and food prices rose due to bad harvest.

Poverty and unemployment rose to great heights during this time.

The Revolution of the Liberals

On one hand, poverty had created a revolution in the society on the other hand liberal-nationalist advantage of the situation and fought for their own issues.

A parliament-like structure was demanded of the conservatives in Germany and Friedrich Wilhelm IV was selected to be the Monarch who would lead them. Friedrich refused and joined the conservatives instead.

Women and men rebelled together and created a revolution in society. Although giving women political rights was still a controversial issue. Women had empowered themselves by founding newspapers, taking part in political meetings, and demonstrations.

By 1848, the conservative understood that they had to give concessions to the liberal nationalists, as they would not stop otherwise. Many changes in the government were seen thereafter.

After 1848, the conservatives started to use nationalism as a weapon to further their policies. This is clearly visible in how Germany and Italy united as nation-states.

The initiative to unify Prussia was taken by the army. Under the leadership of Otto von Bismarck, Prussia was United using the help from the army and bureaucracy.

Italy was divided into various States just like Germany. It was divided into seven states out of which only one was ruled by a princely house. Sardinia-piedmont was ruled by the princely house.

Italian unification was possible due to the Chief Minister Cavour. On the one hand, Mazzini spread nationalism using his Young Italy society. On the other hand, Chief Minister Cavour lED the Italian unification. Sardinia-piedmont defeated the Austrians in 1859.

Further, the Italian army march to South Italy and the Kingdom of Two Sicilies and succeeded in driving out the Spanish. Victor Emmanuel II became the king of Italy in 1861.

Britain became a nation-state not by a Revolution or rebellion but rather by imposing its influence on its neighbouring countries. With varied identities and ethnicities, the European region was very diverse. The act of union between England and Scotland in the influence of Britain over Scotland. This is how British unification took place.

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

While nationalism declined in the 19th century, the Balkan region had growing tensions. The Ottoman Empire made situations worse for the Balkan region. Europe had widespread nationalism but on the other hand, it was lined with imperialism.

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CBSE Class 10 History Revision Notes for Chapter 1 The Rise of Nationalism in Europe are prepared by our subject matter experts. By referring to these revision notes, students will have a clear understanding of all the key concepts. These Nationalism in Europe Class 10 Notes will help students with last-minute revision just before the stressful exam days. Also, check out the CBSE Class 10 History Chapter 1 Notes for other chapters as well on Vedantu’s website to complete the revisioning of the entire syllabus.

FAQs on The Rise of Nationalism in Europe Class 10 History Chapter 1 Notes (Free PDF Download)

Q1. Give an Overview of The Rise of Nationalism in Europe.

Ans: Rise of nationalism in Europe was a gradual process. It was a result of mass protest, rebellion and struggle. The major conflict between the Conservatives and Liberal-nationalist issued before the former gave any concession to the latter. The idea of nationalism was formed due to the sense of belonging. People felt a bond through a common struggle fighting for their rights and freedom. Nationalism was shown through various cultural mediums like poetry, art, folk songs, dance etc.

Various nation-states emerged through various types of processes. While Prussia unified under the leadership of an army and bureaucracy, Britain unified by influencing Scotland and other neighbours. More details are given in notes of Chapter 1 History class 10.

Q2. Has the Indian Journey of Nationalism been Similar to that of European Nations?

Ans: European and Indian nationalism is quite similar and yet different. On one hand, Europe had to struggle for freedom from various monarchs or nobles. On the other hand, India had to struggle for independence from Britishers. One was struggling against conservatism and the other was struggling against colonialism.

European nationalism also saw a lot of bloodshed and war to achieve independence and unification. Indian Independence struggle was far more non-violent and peaceful in terms of protest. Both of them went through various stages of cultural changes and spread nationalist literature and art to spread nationalism. Mass protest and struggle were observed in both regions. Women participation was also an important part of the independence struggle in both regions.

Q3. What is nationalism according to Chapter 1 of History of Class 10?

Nationalism is the movement started in any country. The movement may be started to achieve independence. Before nationalism started in Europe, the world was not divided into different nations. The world was divided into different nations after nationalism started in Europe. You can get the solutions for Chapter 1 of History of Class 10 online. Students can understand the basic ideas of the chapter and can score high marks in social science.

Q4. What caused the rise of nationalism in Europe according to Chapter 1 of History of Class 10?

Before the nineteenth century, the different parts of Europe were governed by different empires. There was a rule of monarchy. The idea of nationalism grew due to technological and social changes. The making of new nations started in 1789 with the outbreak of the french revolution. The idea of nationalism took proper shape in more than a hundred years. It resulted in making France a democratic nation-state.

Q5. What is European nationalism according to Chapter 1 of History of Class 10?

The French Revolution resulted due to nationalism in Europe. It led to changes in politics and the constitution. The monarchy's rule was finished. A body of citizens was selected to rule the country. European nationalism played an important role in the formation of different nations in the world. Students can read more about European nationalism from the Social Science History Class 10 notes available online to understand the concept of European nationalism. 

Q6. How can I learn according to Chapter 1 of History of Class 10 faster?

Students can learn according to Chapter 1 of History of Class 10 from the online notes available at Vedantu. Social Science Notes of History For Class 10 are given in simple and easy language for a quick understanding of the topic. Students can understand the concepts by reading from the notes given on vedantu website as well as Vedantu Mobile app. They can download the history notes and learn faster for their exams. The notes and solutions are free of cost.

Q7. Can Chapter 1 of History of Class 10 Revision Notes help students to score high marks?

Class 10 Social Science History Chapter 1 Revision Notes can help students to understand the ideas and main topics given in the chapter. Students can prepare for their exams from the notes and can score high marks. All the Revision Notes for Social Science for Class 10 are given in easy language. Students can read and prepare for their exams from the notes given at Vedantu. The notes are reliable and written by professional social science teachers. 

8. What is the important topic of History ch 1 Class 10 Notes?

The important topic of Chapter 1 in Class 10 history is "The Rise of Nationalism in Europe.

9. What are the reasons for the rise of nationalism in Europe Class 10?

Nationalism in Europe Class 10 notes cover the historical movement that emphasised the identity, culture, and unity of a nation. The reasons for the rise of nationalism in Europe Class 10 include cultural and political factors, the impact of French Revolution, and the role of individuals like Giuseppe Mazzini.

10. What are the 3 types of nationalism in History Chapter 1 Class 10 Notes?

The 3 types of nationalism are civic nationalism, ethnic nationalism, and cultural nationalism.

11. What are the 3 main characteristics of nationalism in ch 1 History Class 10 Notes?

The 3 main characteristics of nationalism include a shared sense of identity, loyalty to the nation, and the desire for self-governance.

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

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

The Rise of Nationalism in Europe CBSE History NCERT Solutions

Question 1(a) Write a note on Guiseppe Mazzini. Solution: Giuseppe Mazzini was born in Genoa in 1807, and he became a member of the secret society of the Carbonari. As a young man of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne, whose members were like-minded young men from Poland, France, Italy and the German states. Mazzini believed that God had intended nations to be the natural units of mankind.

Question 1(b) Write a note on Count Camillo de Cavour. Solution: Chief Minister Cavour who led the movement to unify the regions of Italy was neither a revolutionary nor a democrat. Like many other wealthy and educated members of the Italian elite, he spoke French much better than he did Italian. Through a tactful diplomatic alliance with France engineered by Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859. Apart from regular troops, a large number of armed volunteers under the leadership of Giuseppe Garibaldi joined the fray.

Question 1(c) Write a note on The Greek war of independence. Solution: An event that mobilised nationalist feelings among the educated elite across Europe was the Greek war of independence. Greece had been part of the Ottoman Empire since the fifteenth century. The growth of revolutionary nationalism in Europe sparked off a struggle for independence amongst the Greeks which began in 1821. Nationalists in Greece got support from other Greeks living in exile and also from many West Europeans who had sympathies for ancient Greek culture.

Question 1(d) Write a note on Frankfurt parliament. Solution: In the German regions a large number of political associations whose members were middle-class professionals, businessmen and prosperous artisans came together in the city of Frankfurt and decided to vote for an all-German National Assembly. On 18 May 1848, 831 elected representatives marched in a festive procession to take their places in the Frankfurt parliament convened in the Church of St Paul. They drafted a constitution for a German nation to be headed by a monarchy subject to a parliament. When the deputies offered the crown on these terms to Friedrich Wilhelm IV, King of Prussia, he rejected it and joined other monarchs to oppose the elected assembly

Question 2. What steps did the French revolutionaries take to create a sense of collective identity among the French people? Solution: From the very beginning, the French revolutionaries introduced various measures and practices that could create a sense of collective identity amongst the French people. The ideas of la patrie (the fatherland) and le citoyen (the citizen) emphasized the notion of a united community enjoying equal rights under a constitution. A new French flag, the tricolour, was chosen to replace the former royal standard. The Estates General was elected by the body of active citizens and renamed the National Assembly. New hymns were composed, oaths taken and martyrs commemorated, all in the name of the nation. A centralised administrative system was put in place and it formulated uniform laws for all citizens within its territory. Internal customs duties and dues were abolished and a uniform system of weights and measures was adopted. Regional dialects were discouraged and French, as it was spoken and written in Paris, became the common language of the nation.

Question 3. Who were Marianne and Germania? What was the importance of the way in which they were portrayed? Solution: Female allegories were invented by artists in the nineteenth century to represent the nation. In France she was christened Marianne, a popular Christian name, which underlined the idea of a people’s nation. Her characteristics were drawn from those of Liberty and the Republic – the red cap, the tricolour, the cockade. Statues of Marianne were erected in public squares to remind the public of the national symbol of unity and to persuade them to identify with it. Marianne images were marked on coins and stamps.

Similarly, Germania became the allegory of the German nation. In visual representations, Germania wears a crown of oak leaves, as the German oak stands for heroism.

Question 4. Briefly trace the process of German unification. Solution: Nationalist feelings were widespread among middle-class Germans, who in 1848 tried to unite the different regions of the German confederation into a nation-state governed by an elected parliament. This liberal initiative to nation-building was, however, repressed by the combined forces of the monarchy and the military, supported by the large landowners (called Junkers) of Prussia. From then on, Prussia took on the leadership of the movement for national unification. Its chief minister, Otto von Bismarck, was the architect of this process carried out with the help of the Prussian army and bureaucracy. Three wars over seven years – with Austria, Denmark and France – ended in Prussian victory and completed the process of unification. In January 1871, the Prussian king, William I, was proclaimed German Emperor in a ceremony held at Versailles.

Question 5. What changes did Napoleon introduce to make the administrative system more efficient in the territories ruled by him? Solution: Within the wide swathe of territory that came under his control, Napoleon set about introducing many of the reforms that he had already introduced in France. Through a return to monarchy Napoleon had, no doubt, destroyed democracy in France, but in the administrative field he had incorporated revolutionary principles in order to make the whole system more rational and efficient. The Civil Code of 1804 – usually known as the Napoleonic Code – did away with all privileges based on birth, established equality before the law and secured the right to property. This Code was exported to the regions under French control. In the Dutch Republic, in Switzerland, in Italy and Germany, Napoleon simplified administrative divisions, abolished the feudal system and freed peasants from serfdom and manorial dues. In the towns too, guild restrictions were removed. Transport and communication systems were improved. Peasants, artisans, workers and new businessmen enjoyed a new-found freedom. Businessmen and small-scale producers of goods, in particular, began to realise that uniform laws, standardised weights and measures, and a common national currency would facilitate the movement and exchange of goods and capital from one region to another.

Question 1. Explain what is meant by the 1848 revolution of the liberals. What were the political, social and economic ideas supported by the liberals? Solution: Since the French Revolution, liberalism had stood for the end of autocracy and clerical privileges, a constitution and representative government through parliament. Nineteenth-century liberals also stressed the inviolability of private property. The memory of the French Revolution nonetheless continued to inspire liberals. One of the major issues taken up by the liberal-nationalists, who criticised the new conservative order, was freedom of the press.

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. Events of February 1848 in France had brought about the abdication of the monarch and a republic based on universal male suffrage had been proclaimed. In other parts of Europe where independent nation-states did not yet exist – such as Germany, Italy, Poland, the Austro-Hungarian Empire – men and women of the liberal middle classes combined their demands for constitutionalism with national unification. They took advantage of the growing popular unrest to push their demands for the creation of a nation-state on parliamentary principles – a constitution, freedom of the press and freedom of association.

Question 2. How was the history of nationalism in Britain unlike the rest of Europe? Solution: In Britain the formation of the nation-state was not the result of a sudden upheaval or revolution. It was the result of a long-drawn-out process. There was no British nation prior to the eighteenth century. The primary identities of the people who inhabited the British Isles were ethnic ones – such as English, Welsh, Scot or Irish. All of these ethnic groups had their own cultural and political traditions. But as the English nation steadily grew in wealth, importance and power, it was able to extend its influence over the other nations of the islands. The English parliament, which had seized power from the monarchy in 1688 at the end of a protracted conflict, was the instrument through which a nation-state, with England at its centre, came to be forged. The Act of Union (1707) between England and Scotland that resulted in the formation of the ‘United Kingdom of Great Britain’ meant, in effect, that England was able to impose its influence on Scotland. The British parliament was henceforth dominated by its English members. The growth of a British identity meant that Scotland’s distinctive culture and political institutions were systematically suppressed. The Catholic clans that inhabited the Scottish Highlands suffered terrible repression whenever they attempted to assert their independence. The Scottish Highlanders were forbidden to speak their Gaelic language or wear their national dress, and large numbers were forcibly driven out of their homeland

Question-11 Why did nationalist tensions emerge in the Balkans? Solution: The most serious source of nationalist tension in Europe after 1871 was the area called the Balkans. The Balkans was a region of geographical and ethnic variation comprising modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro whose inhabitants were broadly known as the Slavs. A large part of the Balkans was under the control of the Ottoman Empire. The spread of the ideas of romantic nationalism in the Balkans together with the disintegration of the Ottoman Empire made this region very explosive. All through the nineteenth century the Ottoman Empire had sought to strengthen itself through modernisation and internal reforms but with very little success. One by one, its European subject nationalities broke away from its control and declared independence. The Balkan peoples based their claims for independence or political rights on nationality and used history to prove that they had once been independent but had subsequently been subjugated by foreign powers. Hence the rebellious nationalities in the Balkans thought of their struggles as attempts to win back their long-lost independence.

Multiple Choice Questions

1. Who, among the following, hosted the Congress at Vienna in 1815. [AI 2012] (a) King of Netherlands (b) Giuseppe Mazzini (c) Duke Metternich (d) Otto von Bismarck

2. Which one of the following is true about the ‘Treaty of Constantinople’ in 1832. [AI 2012] (a) It recognised Turkey as an independent nation. (b) It recognised Greece as an independent nation. (c) It recongnised Germany as an independent nation. (d) It recognised France as an independent nation.

3. Who among the following formed the secret society called ‘Young Italy’. [Delhi 2012] (a) Otto von Bismarck (b) Giuseppe Mazzini (c) Metternich (d) Johann Gottfried Herder Or Who among the following took power in the Southern part of Vietnam after the division of the country? [Delhi 2012] (a) Ngo Dinh Diem (b) Ho Chi Minh (c) Bao Dai (d) NLF

4. Which one of the following types of government was functioning in France before the revolution of 1789? (a) Dictatorship (b) Military (c) Body of French Citizen (d) Monarchy Or Who among the following were known as ‘Colons’ [Delhi 2012] (a) French citizens living in Vietnam (b) French citizens living in France (c) Educated people of Vietnam (d) Elites of Vietnam

5. Which one of the following statements is false regarding the Act of Union 1707 ? [Delhi 2011] (a) It was an agreement between England and Scotland. (b) It was an agreement between England and Ireland. (c) It resulted in the formation of the ‘United Kingdom of Great Britain’. (d) It gave England control over Scotland.

6. Which one of the following states was ruled by an Italian princely house before unification of Italy ? [AI 2011] (a) Kingdom of Two Sicilies (b) Lombardy (c) Venetia (d) Sardinia-Piedmont

7. Which one of the following statements is not true about Giuseppe Mazzini? [Foreign 2011] (a) He wanted a united Italian Republic. (b) He founded an underground society called ‘Young Italy’. (c) He wanted Italy to be a monarchy. (d) He was exiled for attempting a revolution in Liguria.

8. Who said “when France sneezes the rest of Europe catches cold” ? (a) Garibaldi (b) Mazzini (c) Metternich (d) Bismarck

9. Which treaty recognised Greece as an independent nation ? (a) Treaty of Versailles (b) Treaty of Vienna (c) Treaty of Constantinople (d) Treaty of Lausanne

10. Who was responsible *for the Unification of Germany ? (a) Bismarck (b) Cavour (c) Mazzini (d) Garibaldi

11. Which area was known as the powder keg of Europe ? (a) Germany (b) Italy (c) Balkans (d) Ottoman Empire

12. Elle, the measuring unit in Germany was used to measure (a) cloth (b) thread (c) land (d) height

13. Zolleverin started in 1834 in Prussia refers to a (a) Trade Union (b) Customs Union (c) Labour Union (d) Farmer’s Union

14. The Ottoman Empire was ruled by the emperor of (a) Turkey (b) Russia (c) Britain (d) Prussia

15. At which of the following places was the Frankfurt Assembly convened (a) at the church of St. Paul. (b) at the church of St. Peters. (c) at the palace of Prussia. (d) at the Hall of Mirrors in the palace of Versailles.

16. What did the crown of oak leaves symbolise ? (a) Courage (b) Heroism (c) Peace (d) Tolerance

17. By which of the following treaties was the United Kingdom of Great Britain formed ? (a) Treaty of Versailles (b) Act of Union (c) Treaty of Paris (d) Treaty of Vienna

18. Who was Wolfe Tone ? (a) A French revolutionary. (b) An Irish Catholic who revolted againstthe British dominance. (c) A German rebel who revolted against Kaiser William IV (d) A British protestant leader.

19. Which of the following best explain Utopian society ? (a) A society where everybody is equal. (b) A democratic society. (c) An idealist society which can never be achieved. (d) A society with a comprehensive Constitution.

20 After the French Revolution (1789) the right to vote was given to (a) all adult population of the country. (b) all property owning male citizens of the country. (c) all property owning male and women of the country. (d) all adults excluding women of the country.

21. The main function of the Prussian Zolleverin was to (a) impose custom duty on imported goods. (b) abolish tariff barrier. (c) reduce custom duties. (d) impose new rules for trade.

22. Which of the following group of powers collectively defeated Napoleon ? (a) England, France, Italy, Russia. (b) England, Austria, Spain, Russia. (c) Austria, Prussia, Russia, Britain. (d) Britain, Prussia, Russia, Italy.

23. Which of the following countries is considered as the ‘cradle of civilization’ ? (a) England (b) France (c) Greece (d) Russia

24. The Treaty of Vienna signed in 1815 (a) brought the conservative regimes back to power. (b) destroyed the conservative powers of Europe. (c) introduced democracy in Austria and Prussia. (d) set up a new Parliament in Austria.

25. Romanticism refers to a (a) cultural movement (b) religious movement (c) political movement (d) literary movement

26. In Prussia, who were referred as ‘Junkers’ ? (a) Military officials (b) Large landowners (c) Factory owners (d) Aristocratic nobles

27. Which of the following is an allegory/attribute for ‘liberty’ ? (a) Crown of Oak (b) Red Cap (c) Olive Branch (d) Sword

28. What does a blind folded woman carrying a pair of weighing scales symbolise ? (a) Peace (b) Equality (c) Justice (d) Liberty

29. Who among the following was proclaimed the first King of United Italy ? (a) Nicholas II (b) King George II (c) Wilhelm IV (d) Victor Emannuel II

30 A nation-state is a state where (a) people of all groups enjoy equal rights. (b) where the nation has its own emblem and flag. (c) a state which has a contiguous territory. (d) a state where people live in a common territory, develop a sense of identity and share a common history.

31. Most important outcome oftfhe French Revolution of 1789 was (a) abolition of absolute monarchy. (b) making of a new Constitution. (c) transfer of sovereignty from monarch to the French citizens. (d) Formation of the National Assembly.

32. Identify and mark the incorrect response. The Napoleonic Code (a) did away with all the privileges based on ‘birth and established equality. (b) destroyed feudalism in France. (c) formulated codes for the army. (d) ensured right to property for the privileged class.

33. A large number of people were hostile to the Napoleonic code because (a) it was not suitable for all. (b) it destroyed the special privileges of the rulers. (c) administrative changes did not go hand-in-hand with political freedom. (d) none of the above.

34. For the middle class of Europe, the most important feature of Liberalism was (a) abolition of conservatism. (b) right to be liberal and educated. (c) individual freedom and equality before law. (d) representative government.

35. Why did the Frankfurt Parliament fail to achieve its goal? (a) Women were excluded from the membership. (b) Did not have the support of the peasants. (c) Kaiser William refused to accept the crown and opposed the assembly. (d) None of the above.

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CBSE Class 10 Social Science Exam Tomorrow: Practice Important Case Study Questions for High Score

Cbse class 10 social science case study questions: find here important case study questions to practise for the cbse class 10 social science exam which is scheduled for march 7, 2024. all questions are provided with answers for quick revision..

CBSE Class 10 Social Science Case Study Questions: CBSE Class 10 Social Science Paper which is scheduled for tomorrow, March 7, 2024, will have a section comprising, entirely, of questions based on case studies. Section E of the paper will have 3 case based questions (question no. 34 to 36) with each carrying 4 marks. In such questions, students will be given a passage discussing a specific global issue or an incident. Each passage or paragraph will be followed by a set of questions. These questions will have to be answered on a student’s understanding of the passage. In this article, we have provided some important case study based questions for Class 10 Social Science which are going to be very helpful in your last minute preparations for the CBSE Class 10 Social Science Board Exam 2023. Practise with all questions and answers given below to get prepared for the exam and secure maximum marks in CBSE Class 10 SSt Exam 2024.

CBSE Class 10 Social Science Case Based Questions 2024

1. Read the source given below and answer the questions that follow: The biological loss is strongly correlated with the loss of cultural diversity. Such losses have increasingly marginalized and impoverished many indigenous and other forest-dependent communities, who directly depend on various components of the forest and wildlife for food, drink, medicine, culture, spirituality, etc. Within the poor, women are affected more than men. In many societies, women bear the major responsibility of collection of fuel, fodder, water and other basic subsistence needs. As these resources are depleted, the drudgery of women increases and sometimes they have to walk for more than 10 km to collect these resources. This causes serious health problems for women and negligence of home and children because of the increased hours of work, which often has serious social implications. The indirect impact of degradation such as severe drought or deforestation-induced floods, etc. also hits the poor the hardest.

(i)Mention the importance of forests in our life.  (ii) How does biological loss of forest and wildlife correlate with the loss of cultural diversity?

(i)Importance of forests in our life: Forests provide us with wood, food, medicines, honey, etc. Forests are a habitat for a number of animals. Forests help to maintain ecological balance and food chain, rain, oxygen, etc. (ii)Loss of cultural diversity: Many indigenous communities depend on forests for various components of forest and wildlife will be increasingly marginalized and impoverished Women have to walk long distance to collect basic necessities, increased hours of work,this causes health problems. Natural calamities like severe drought and deforestation induced floods will increase. If forests are destroyed poor people will be deprived of the basic necessities.

Related:  C BSE Class 10 Social Science Important Questions for Board Exam 2024

2.Read the source given below and answer the questions that follow: Irrigation has also changed the cropping pattern of many regions with farmers shifting to water intensive and commercial crops. This has great ecological consequences like Stalinization of soil. At the same time, it has transformed the social landscape for e.g.; increasing the social gap between the richer land owners and landless poor. As a result, we can see, the dams did create conflicts between people wanting different uses and benefits from the same water resources. In Gujarat, the Sabarmati basin farmers were agitated and almost caused a riot over the higher priority given to water supply in Urban areas, particularly during droughts. Inter-state water disputes were also becoming common with regard to sharing the costs and benefits of multi-purpose projects. (i) How did cropping pattern change by irrigation? (ii) Analyse the statement “Dams created conflict between people.” (iii) What are the consequences of irrigation on Soil and social landscape

(i) Many farmers because of increased availability of water have switched over to the cultivation of water intensive commercial crops such as Jute/Cotton and Tea, rather than food grains such as Bajra, Wheat and Ragi. (ii) Dams cause mostly internal disputes for the sharing and non-sharing of water benefits to each other. Displacement of local people of the area. (iii) Water logging and salinisation of soil is common problem associated with irrigation.

3.Read the source given below and answer the questions that follow:

Industrial locations are complex in nature. These are influenced by availability of raw material, labour, capital, power and market, etc. It is rarely possible to find all these factors available at one place. Consequently, manufacturing activity tends to locate at the most appropriate place where all the factors of industrial location are either available or can be arranged at lower cost. After an industrial activity starts, urbanisation follows. Sometimes, industries are located in or near the cities. Thus, industrialisation and urbanisation go hand in hand. Cities provide markets and also provide services such as banking, insurance, transport, labour, consultants and financial advice, etc. to the industry. Many industries tend to come together to make use of the advantages offered by the urban centres known as agglomeration economies. Gradually, a large industrial agglomeration takes place. (i) On what factors are the location of the industry dependent on? (ii) What do you understand by agglomeration economies? (iii) How do industrialisation and urbanisation go hand in hand?

(i) It is dependent on availability of raw material, labour, capital, power and market, etc. (ii) Many industries tend to come together to make use of the advantages offered by the urban centres known as agglomeration economies. (iii) Cities provide markets and also provide services such as banking, insurance, transport, labour, consultants and financial advice, etc. to the industry.

4.Read the extract given below and answer the questions that follow: The value of final goods and services produced in each sector during a particular year provides the total production of the sector for that year. And the sum of production in the three sectors gives what is called the Gross Domestic Product (GDP) of a country. It is the value of all final goods and services produced within a country during a particular year. GDP shows how big the economy is. In India, the mammoth task of measuring GDP is undertaken by a central government ministry. This Ministry, with the help of various government departments of all the Indian states and union territories, collects information relating to total volume of goods and services and their prices and then estimates the GDP. When we produce a good by exploiting natural resources, it is an activity of the primary sector. The secondary sector in which natural products are changed into other forms through ways of manufacturing that we associate with industrial activity. After primary and secondary, there is a third category of activities that falls under the tertiary sector and is different from the above two. These are activities that help in the development of the primary and secondary sectors. These activities, by themselves, do not produce a good but they are an aid or a support for the production process. (i) Which sector has emerged as the largest producing sector in India? (ii) Life insurance is an activity of which sector? (iii) What is GDP?

(i)Tertiary Sector (ii) Tertiary Sector (iii) The money value of all the final goods and services produced within a country during a particular year.

5.Read the extract given below and answer the questions that follow: In 1956, an Act was passed to recognise Sinhala as the only official language, thus disregarding Tamil. The governments followed preferential policies that favoured Sinhala applicants for university positions and government jobs. A new constitution stipulated that the state shall protect and foster Buddhism. All these government measures, coming one after the other, gradually increased the feeling of alienation among the Sri Lankan Tamils. They felt that none of the major political parties led by the Buddhist Sinhala leaders was sensitive to their language and culture. They felt that the constitution and government policies denied them equal political rights, discriminated against them in getting jobs and other opportunities and ignored their interests. As a result, the relations between the Sinhala and Tamil communities strained over time. The Sri Lankan Tamils launched parties and struggles for the recognition of Tamil as an official language, for regional autonomy and equality of opportunity in securing education and jobs. But their demand for more autonomy to provinces populated by the Tamils was repeatedly denied. By 1980s several political organisations were formed demanding an independent Tamil Eelam in northern and eastern parts of Sri Lanka. 1.  What is the moral reason behind power sharing? A. It gives absolute power to the government B. It gives absolute power to the people. C. It is the very spirit of democracy D. It ensures development. 2. Which is the official language of Sri-Lanka? A. Hindi B. Tamil C. Sinhala D. None of these 3. Sri-Lanka emerged as an independent country in---- A.1956 B.1948 C .1947 D.1951 4. Sri-Lanka is an island nation, just a few kilometres off the southern coast of A. Tamil Nadu B. Kerala C. Goa D. Karnataka 5. Population of Sri-Lankan Tamils is concentrated in- regions of Sri-Lanka. A. North and East B. North and south C. North and West D. South and west

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• How can I get full marks in CBSE Class 10 Social Science Exam 2023? + Check expert tips for full marks: Be thorough with the revised syllabus. Solve sample paper, practice paper and previous year question papers. Read NCERT Books only. Revise map work to secure maximum marks in exam.
• Where can I get important questions for CBSE Class 10 Social Science Exam 2023? + Get important questions based on latest exam pattern for CBSE Class 10 Social Science only at Jgran Josh. All questions are curated by subject experts. Answers are provided for all questions.
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CBSE Class 10 Social Science History Revision Notes Chapter 1

Home » CBSE » CBSE » CBSE Class 10 Social Science History Revision Notes Chapter 1

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

Class 10 History Chapter 1 Notes will give students a detailed account of the chapter – The Rise of Nationalism in Europe. Class 10 Chapter 1 History Notes are prepared by a team of experts to give students a quick overview of the chapter in a short and precise manner. Extramarks provides Class 10 History Notes Chapter 1 in PDF format, which you can download from the website. These notes will help students memorise key concepts and speed up last-minute revision.

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CBSE Class 10 Social Science History Revision Notes for the Year 2022-23

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

Frederic sorrieu.

Frédéric Sorrieu was a French artist. In 1848, he prepared a series of four prints visualising his dream of a world made up of democratic and social republics.

• The first print represents the people of Europe and America marching in a long train, offering homage to the Statue of Liberty as they pass through it. A female figure was holding the torch of Enlightenment in one hand and the Charter of the Rights of Man in the other.
• The shattered remains of the symbols of absolutist institutions were lying on the earth in the foreground.
• Sorrieu had a utopian vision of a world where people were grouped as distinct nations, identified through their national flags and costumes.
• The United States and Switzerland led the procession, followed by France and Germany. The people of Austria, the Kingdom of the Two Sicilies, Lombardy, Poland, England, Ireland, Hungary and Russia, came after the Germans.
• Christ, angels, and saints are looking down on the scene from the heavens above. They serve as a symbol of fraternity among the nations of the world.

During the 19th century, nationalism evolved as a force which drastically changed Europe’s political and mental world. The nation-state ultimately emerged as a result of these changes.

French Revolution

In 1789, nationalism emerged with the French Revolution and the political and constitutional reforms resulted in the transfer of sovereignty from the monarchy to a body of French citizens. Many policies and procedures were implemented, including the concepts of la patrie (the fatherland) and le citoyen (the citizen). The tricolour was chosen as the new French flag.

Napoleonic Code

Napoleon ruled France starting from 1799 to 1815. He gained absolute control and power in the year 1799 by becoming the First Consul. The features of the Napoleonic Code or Civil Code 1804 are as follows: 

• Establishment of equality before the law.
• Under the Napoleonic Code, the right to property was secured.
• All birth rights and privileges were abolished.
• Guild restrictions were lifted.

Moreover, Napoleon actually took away the freedom of people by forcing them to join the French army. Also, he imposed censorship, increased taxes, and took away political freedom. 

New Middle Class

The new classifications were done based on the work, culture, and group of people. As a result, three new classes were formed: 

• The Aristocracy: It included people who owned lands, spoke French and were connected by ties of marriage. They were, however, numerically a small group. 
• Peasantry: The majority of the population was made up of this class.
• Middle Class: Since industrialisation, a new class came into being known as the working class. It included artisans, industrialists, businessmen and so on.
• In 1848, a revolution was led by educated middle-class people. Men and women of the liberal middle class demanded the creation of a national state on parliamentary principles and the Constitution, which allows freedom of the press and freedom of association.
• Many political associations came together in Frankfurt and decided to cast their vote for an all-German National Assembly. On 18th May 1848, 831 elected representatives arrived in the Frankfurt parliament convened in the Church of St Paul.
• They drafted a constitution for the German nation to be ruled by a monarchy governed by a parliament. The Crown was offered to Frederick William IV, King of Prussia, but he rejected it and joined other monarchs to stand against the elected assembly. The middle classes dominated the Parliament, and a large number of women participated in the liberal movement.
• Women formed their own political associations. Moreover, they founded newspapers and took part in political meetings and demonstrations, but they were still denied suffrage rights during the election of the assembly.
• As a result, in the years after 1848, the autocratic kings of Central and Eastern Europe started enacting the changes that had previously been made in Western Europe prior to 1815. Thus, serfdom and bonded labour were abolished in both Russia and the Habsburg dominions.

A New Conservatism After 1815

• In 1815, conservatism was the driving force behind the policies of European governments. Conservatives supported the monarchy, the Church, social hierarchies, property and the preservation of the family.
• It was believed that a modern army, an efficient bureaucracy, a dynamic economy, and the abolition and elimination of feudalism and serfdom could strengthen the autocratic monarchies of Europe.
• Furthermore, in 1815, the representatives of the European powers – Britain, Russia, Prussia and Austria, met in Vienna to draft a settlement for Europe.
• The Bourbon dynasty was reinstated, and France lost countries it had gained under Napoleon.
• The freedom of the press was one of the major issues taken up by the liberal nationalists, who criticised the new conservative order.

The Revolutionaries

• Many secret societies were established in European states in 1815 to educate revolutionaries and spread their ideology. The revolutionaries opposed monarchical forms and fought for liberty and freedom.
• Giuseppe Mazzini, an Italian revolutionary, born in Genoa in 1807, formed two more secret societies. The first was Young Italy in Marseilles, and the second was Young Europe in Berne, which included like-minded young men from Germany, Poland, France, and Italy.

The Age of Revolution: 1830-1848

Liberal revolutionaries overthrew the Bourbon Kings in July 1830 and replaced them with a constitutional monarchy commanded by Louis Philippe. The July Revolution triggered a revolt in Brussels, which resulted in Belgium breaking away from the Kingdom of the Netherlands. Greeks fought for their independence in 1821.

Making of Germany

Nationalism in Europe began to disassociate itself from democracy and revolution after 1848. Germany and Italy came to be unified as nation-states. Prussia took over the leadership of the movement for national unification. Otto von Bismarck was the architect of this revolutionary process and carried it out with the help of the Prussian army and bureaucracy.

In January 1871, the King of Prussia, William I, was crowned German Emperor in a ceremony held at Versailles. The nation-building process demonstrated the dominance of Prussian state power. Modernising Germany’s financial, legal, and judicial systems were a top priority for the new state.

Making of Italy

Italy was divided into seven states in the middle of the 19th century. Out of all the seven states, Sardinia-Piedmont was ruled by an Italian princely house. All the regions were dominated and ruled by different kings. In 1830, Giuseppe Mazzini formed a secret society referred to as Young Italy.

The movement was led by Chief Minister Cavour. In 1859, Sardinia-Piedmont defeated the Austrian forces. In 1860, they marched into South Italy, and the Kingdom of the Two Sicilies and ultimately succeeded in winning the support and help of the local peasants. In 1861, Victor Emmanuel II was declared the king of united Italy.

Great Britain represented the nation. Prior to the 18th century, there was no British nation. The nation became powerful as it slowly and gradually grew in wealth, importance and power.

The Act of Union (1707) between England and Scotland resulted in the formation and introduction of the ‘United Kingdom of Great Britain.’ It meant that England was able to impose its influence on Scotland. In 1801, Ireland was forcibly incorporated into the United Kingdom. The symbols of the new Britain, such as the British flag (Union Jack), the national anthem (God Save Our Noble King), and the English language, were actively promoted.

Nationalism and Imperialism

By the last quarter of the 19th century, nationalism had lost its idealistic liberal democratic sentiment. After 1871, the Balkan region was the main cause of nationalist tension in Europe. The Slavs was the collective name for people who lived in the geographically diverse and ethnically diverse region of the Balkans, which included modern-day Romania, Macedonia, Croatia, Bulgaria, Albania, Greece, Bosnia-Herzegovina, Serbia, Montenegro, and Slovenia.

The Balkans became a very volatile region due to the growth of romantic nationalism and the fall of the Ottoman Empire. The Ottoman Empire attempted to strengthen itself throughout the 19th century by modernisation and internal reforms but received very little success.

During this period, the European nations engaged in fierce competition over trade, colonies, and naval and military strength. 1914 saw the devastation of Europe brought on by nationalism and imperialism. Anti-imperial movements came into effect, but they struggled to form independent national states. However, the idea of ‘national states’ was accepted, and everyone agreed on the concept.

Important Questions and Answers

• What was the aim of the French Revolution? 

The main objective of the French Revolution was to build a collective identity for the French people. Moreover, ideas like Le Citoyen and La Patrie promoted the belief in a united community that enjoys equal rights. 

• Who was the “Hero of two worlds” and what was his role in the unification of Italy? 

Giuseppe Garibaldi  was the ‘Hero of two worlds.’ According to his belief, Italy wouldn’t have survived as a smaller state, and it needed to be unified. He formed two societies named Young Italy and Young Europe. 

• Name some of the features of conservative regimes.

Some of the features of conservative regimes are: 

• Intolerant to criticism and dissent
• Censored press
• Suppressed questions that challenged their legitimacy
• Write about a female allegory in the 19th century.

Marianne- She was given the Christian name Marianne in France, which helped to promote the idea of a people’s nation. Republic and liberty served as inspiration for a significant characteristic. Marianne statues quickly become unifying symbols.

• Explain the importance of national feeling and imagination.

The development of national sentiments depended on culture. Arts, poetry, music, and stories sparked nationalist sentiment. Glorification of science was questioned, and it was replaced by intuitions, sentiments and emotions. This romanticism aimed to create national sentiments. Language also played a crucial role in developing national feelings.

The Rise of Nationalism in Europe

Europe fought against conservatism, monarchs and nobles to gain independence. The making of Italy and Germany in the 19th century by Giuseppe Mazzini started a revolution against the monarchs. 

The French Revolution and the Idea of the Nation

Nationalism came into effect with the French Revolution in 1789. The political and constitutional transformations led to the transfer of sovereignty from the monarchy to a body of French citizens. Various measures and practices were introduced and launched, such as the ideas of la Patrie (the fatherland) and le Citoyen (the citizen). A new French flag, the tricolour, was selected to replace the former royal standard. Napoleon destroyed democracy in France and imposed a monarchy. In 1804, Napoleon abolished privileges based on birth and introduced the Napoleonic Code, a codified system.

The Making of Nationalism in Europe

Germany, Italy and Switzerland were further divided into kingdoms, duchies and cantons whose rulers had their autonomous territories, rights and powers. Moreover, the emergence of the new middle class took place in this era. 

The Aristocracy and the New Middle Class

• The Aristocracy: The members of this class were united by a common way of life. They owned land in the country, spoke French, and their families were often connected by ties of marriage.
• Peasantry: Peasants made up the vast majority of the population.
• Middle class: A new class developed as a result of the Industrial Revolution and the establishment of industries in urban areas. They began to rule urban areas, earning the title of the middle class.

What did Liberal Nationalism Stand for?

The term ‘liberalism’ derives from the Latin word liber, meaning free. The right to vote and get elected was granted exclusively to people who owned property. Men and women without property were not allowed to vote and were not given any political rights.

A customs union was formed at the initiative of Prussia in 1834, which was joined by most of the German states. The union eliminated tariff barriers and decreased the number of currencies from over thirty to two.

A New Conservatism after 1815

The revolutionaries , the age of revolutions: 1830-1848, the romantic imagination and national feeling.

• Culture played a crucial role in creating the idea of a nation, such as art and poetry, stories and music, which helped express and shape nationalist feelings.
• Romanticism was a cultural movement which was brought into the limelight to develop and shape a particular form of nationalist sentiment. Moreover, language also played an important role in developing nationalist sentiments.
• After the Russian occupation, the Polish language was banned from schools and replaced with Russian. An armed rebellion against Russian rule occurred in 1831 but was ultimately put down.

Hunger, Hardship and Popular Revolt

Europe went through great economic hardship in 1830. The first half of the 19th century witnessed an immense increase in population all over Europe. Widespread pauperism was caused by either an increase in food prices or a poor harvest year. In 1848, food shortages and widespread unemployment brought the population of Paris out on the roads.

The Revolution of the Liberals

While the poor workers and starving peasants revolted for their rights, a new revolt of the educated middle class was underway. The liberal middle class took advantage of the situation and pushed their demands for the creation of a nation-state along with the freedom of the press and freedom of association.  831 elected representatives marched in a procession on 18th May 1848 to take their places in the Frankfurt parliament convened in the Church of St Paul.

The Making of Germany and Italy

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

Otto von Bismarck, the Chief Minister, was the architect of the revolutionary process of unifying Germany and Italy. He carried out the process with the help of the Prussian army and bureaucracy.

In a ceremony held at Versailles in January 1871, William I, the King of Prussia, was crowned German Emperor. The nation-building process demonstrated the dominance of Prussian state power. The currency, banking, legal and judicial systems in Germany were modernised.

Italy Unified

In the middle of the 19th century, Italy was divided into seven states. During the 1830s, Giuseppe Mazzini began a program for the unification of the Italian Republic. He also created a secret society named “Young Italy.” Due to the failure of the revolutionary movements in 1831 and 1848, Sardinia-Piedmont and its monarch King Victor Emmanuel II were given the responsibility of bringing the Italian nations together through war. The ruling class in this area saw a united Italy as a chance for them to achieve political and economic domination.

The Strange Case of Britain

The formation of Great Britain was not the result of any revolution. There was no British nation prior to the 18th century. The primary identities of the people who lived in the British Isles were ethnic ones – such as English, Welsh, Scot or Irish. Each of these ethnic groups has its own political and cultural traditions. However, as the English nation rapidly increased in wealth, significance, and strength, it was able to exert more influence on the other nations of the islands. The means by which a nation-state with England at its core came to be formed was the English parliament, which had seized authority from the monarch in 1688 following a protracted conflict.

Visualising the Nation

In the 18th and 19th centuries, artists found a way out by personifying a nation. They portrayed a country as if it were an individual. Nations were depicted as female characters. The female form used to personify the nation aimed to give the nation’s abstract idea a concrete form. In other words, the female character evolved into a national allegory.

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Q.1 Describe, what happened after the defeat of Napoleon?

Ans. The aftermaths of the defeat of Napoleon were as follows:

1. In 1815, the representatives of the European powers – Britain, Russia, Prussia and Austria – who had collectively defeated Napoleon, met at Vienna to draw up a settlement for Europe. The Austrian chancellor Duke Metternich hosted the congress. The delegates drew up the Treaty of Vienna in 1815 with the object of undoing most of the changes that had come about in Europe during the Napoleonic wars.

2. As a result of the treaty, Kingdom of the Netherlands, which included Belgium, was set up in the North and Genoa was added to Piedmont in the south.

3. Prussia was given new territories on its western frontiers, while Austria was given control of northern Italy.

4. In the East, Russia was given part of Poland while Prussia was given a portion of Saxony. The main intention was to restore the monarchies that had been overthrown by Napoleon.

Q.2 What was the Civil Code of 1804?

Ans. The Civil Code of 1804 or the Napoleonic Code was introduced by Napoleon in France.

It did away with all the privileges based on birth.

It secured the right to property and established equality before the law.

Its main features were:

1. Administrative divisions were simplified. Means of Transport and communication system were improved.

2. The feudal system was abolished and the peasants were freed from serfdom and manorial dues.

3. Uniform laws, standardized weights and measures and a common national currency were introduced.

Q.3 Briefly trace the process of German unification.

Ans. The following factors led to the unification of Germany:

1. The nationalist feelings which were widespread among middle class Germany in 1848 tried to unite the different regions of the German confederation into a nation-state, governed by an elected parliament.

2. The combined forces of the monarchy and the military supported by the large land owners of Prussia however oppose the initiative of nation building.

3. From then on Prussia took on the leadership of the movement for the national unification and its chief minister Otto von Bismarck was the architect of this process. He carried out this movement with the help of the Prussian army.

4. Three wars over seven years with Austria, Denmark and France, ended in Prussian victory, paved the way for the process of unification of Germany.

Q.4 What were the ideas of Giuseppe Mazzini?

Ans. The main ideas of Giuseppe Mazzini were:

1. Giuseppe Mazzini opposed monarchical form of government and fought for liberty and freedom.

2. He believed in liberation, unity and republicanism.

3. He gave an idea that the unification of Italy could be done on the basis of Italian liberty.

Q.5 What was the immediate impact of the French Revolution on the European cities?

Ans. The effects of the French Revolution were not only felt by the nation of France but by almost every nation in the modern world. The impact of the French revolution on whole of Europe was as follows:

1. Students and members of educated middle classes began setting up Jacobins clubs.

2. French armies started moving into Belgium, Holland, Switzerland and most part of Italy.

3. With the outbreak of the revolutionary wars, the French armies began to carry the idea of nationalism abroad.

Q.6 Explain briefly the administrative system of Napoleon.

Ans. In administrative field, Napoleon had incorporated revolutionary principles in order to make the whole system more rational and efficient.

Main features of Napoleon’s administrative system were:

1. The Civil Code of 1804, usually known as the Napoleonic Code did away with all privileges based on birth, established equality before the law and secured the right to property.

2. Napoleon simplified administrative divisions, abolished the feudal system and freed peasants from serfdom and manorial dues.

3. In the towns guild restrictions were removed. Peasant, workers, artisans and businessmen enjoyed new freedom

Q.7 What do you mean by the term ‘Liberalism’? How it stands for nationalism?

Ans. The term ‘liberalism’ is derived from the latin root ‘ liber’, meaning’ free’ and ‘ism’ means principles. So liberalism means ‘principles of freedom’.

Ideas of national unity in early nineteenth-century Europe were closely allied to the ideology of liberalism. The middle class liberalism stood for freedom for the individual and equality of all before the law. Nineteenth century liberals stressed the inviolability of private property. They organized opposition movements demanding equal political rights. Thus liberalism plays a great role for creating nationalism.

Q.8 Explain what led to the rise of conservatism in early 19th century Europe?

Ans. Conservatism means a political philosophy that stressed the importance of tradition, established institutions and customs, and preferred gradual development to quick change. After the defeat of Napoleon in 1815, European governments were driven by a spirit of Conservatism. Conservatives believed that established, traditional institutions of state and society – like the monarchy – the Church, social hierarchies, property, private ownership and the family – should be preserved.

Q.9 What were the aims and policies of Bismark?

Ans. Ideas and policies of Bismarck were:

1. Bismarck had total sympathy with the military policy and was determined to carry out it through in spite of the opposition of the Parliament. So he continued to levy and collect the taxes without parliamentary approval and carried out the military reforms.

2. To Bismarck, a powerful army was an instrument for implementing the policy of the unification of Germany through the might and leadership of Prussia.

3. He followed the policy of ‘Blood & Iron’ for unification of Germany. He was hardliner and man of his words.

Q.10 Name two important unified nation states in Europe.

Ans. Italy and Germany

Q.11 Discuss the importance of language in the creation of national identity.

Ans. Language too played an important role in developing nationalist sentiments. This was especially so in the case of Poland, which did not exist an an independent territory at the end of the eighteenth century as it was partitioned by the Great Powers – Russia, Prussia and Austria. After Russian occupation, Russia replaced the Polish language everywhere. The Clergy in Poland began to use Polish as the language of resistance. Polish began to be used at Church gatherings and all religious gatherings. The emphasis on vernacular language and the collection of local folklore was not just to recover national spirit but also to carry the nationalist message. 5.The use of Polish in Opera’s and music, in folk songs and dances brought to the fore the feelings of collective identity of the people. 6.The Native land’s indigenous language was the bonding link and power to work for own nation state and bring back its glory.

Q.12 Explain the emergence of nation-states in Europe?

Ans. During the nineteenth century, nationalism emerged as a force, which brought about sweeping changes in the political and mental world of Europe. The revolutionaries saw the creation of nation states as a necessary part of their struggle for freedom. The end result of these changes was the emergence of the nation-states in place of the multi-national dynastic empires of Europe. People now started searching for own state and its glorious past. These led to the emergence of nation-states in Europe.

Q.13 What is a nation state?

Ans. A Nation-state is the one in which the majority of its citizens, and not only its rulers, came to develop a sense of common identity and shared history or descent.

Q.14 Who was Ernst Renan? What were his views about a nation?

Ans. Ernst Renan was a French philosopher. He is best known for his influential historical works on early Christianity and his political theories. Renan contrasted the theory of nation suggested by others that a nation is formed by a common language, race, religion etc.

His views about a nation were:

1. “A nation is the culmination of a long past of endeavors, sacrifice, and devotion… “.

2. H e also declared that the existence of a nation was based on a “daily plebiscite.”

Q.15 Explain the meaning of the following words. (1) Plebiscite (2) Feminist (3) Ideology (4) Ethnic (5) Conservatism

Ans. The meaning of the following words is: –

(1) Plebiscite – A direct vote by which all the people of a region are asked to accept or reject a proposal.

(2) Feminist – Awareness of women’s rights and interests based on the belief of the social, economic and equality of the genders.

(3) Ideology – System of ideas reflecting a particular social and political vision.

(4) Ethnic – Relates to a common racial, tribal, or cultural origin or background that a community identifies with or claims.

(5) Conservatism – A political philosophy that stressed the importance of tradition, established institutions and customs, and preferred gradual development to quick change.

Q.16 Explain briefly the term ‘Balkans’.

Ans. The Balkans was a region of geographical and ethnic variation comprising modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro. The inhabitants of the Balkans were broadly known as Slavs. A large part of the Balkan was controlled by the Ottoman Empire. The spread of the ideas of romantic nationalism in the Balkans together with the disintegration of the Ottoman Empire made this region very explosive. The Balkans problem was the most serious tension in Europe after 1817.

Q.17 Who were Marianne and Germania?

Ans. During the French Revolution artists used the female allegory to portray ideas such as Liberty, Justice and the Republic. These ideals were represented through specific objects or symbols. Similar female allegories were invented by artists in the nineteenth century to represent the nation.

Marianne: In France this female allegory was christened Marianne, a popular Christian name, which underlined the idea of a people’s nation. Her characteristics were drawn from those of Liberty and the Republic – the red cap, the tricolor, the cockade.

Germania: Germania became the allegory of the German nation. In visual representations, Germania wears a crown of oak leaves, as the German oak stands for heroism.

Q.18 What do you mean by the term ‘Absolutist’?

Ans. Literally, absolutist means, a government or system of rule that has no restraint on the power exercised. In History, the term refers to a form of monarchical government that was centralized, militarized and repressive.

Q.19 Who was Giuseppe Mazzini?

Ans. Giuseppe Mazzini was born in Genoa in 1807. He was a revolutionary leader who wanted to unify Italy. He became a member of the secret society of the Carbonari. At the age of 24, he was sent into exile for attempting a revolution in Liguria. He was known for his two underground societies, first Young Italy in Marseilles, and other Young Europe in Berne. He believed that nations are the natural units of mankind.

Q.20 Who was Bismarck?

Ans. Otto von Bismarck was the chief minister of Prussia.

Q.21 Name the the region which become a part of unified Italy in 1858 CE?

Ans. Savoy Sardinia became the part of unified Italy in 1858 CE.

Q.22 Who was Giuseppe Garibaldi?

Ans. Giuseppe Garibaldi was the Italian freedom fighters. He came from a family engaged in coastal trade and was a sailor in the merchant navy. In 1833, he met Mazzini, joined the Young Italy movement and participated in a republican uprising in Piedmont in 1834. The revolt was suppressed and Garibaldi had to flee to South America, where he lived in exile till 1848. In 1854, he supported Victor Emmanuel II in his efforts to unify the Italian states. In 1860, Garibaldi led the famous Expedition of the Thousand to South Italy. New volunteers kept joining through the course of the campaign, till their numbers grew to about 30,000. They were popularly known as Red Shirts. In 1867, Garibaldi led an army of volunteers to Rome to fight the last obstacle to the unification of Italy, the Papal States where a French garrison was stationed. The Red Shirts were easily defeated by the combined troops of France and Papal. It was only in 1870 when, during the war with Prussia, France withdrew its troops from Rome that the Papal States were finally joined to Italy. Giuseppe Garibaldi played a crucial role in the unification of Italy.

Q.23 When did the concept of nationalism arise in Europe?

Ans. During the nineteenth century, nationalism emerged as a force which brought about sweeping changes in the political and mental world of Europe.

Q.24 Given below is the picture of a German almanac. The first picture depicts the scene of the storming of the French Bastille prison and alongside there is another fortress situated in a German province.

a. What did the incident of the Bastille prison signify? b. Why is the German fortress depicted alongside the picture of the French prison? [2+3=5]

Ans. a. The Bastille Prison was considered as a symbol of monarchical despotism in 18 th century France. The incident of the Bastille prison was a historic one. It signified the initiation of the French Revolution that proclaimed the transfer of sovereignty from the hands of the French monarchy to a body of French citizens.

b. The German fortress is placed alongside as it is a symbol of the despotic rule in the German province of Kassel. The picture depicts the yearning for a similar hope and freedom as achieved by the French citizens during the French revolution. It gives the message that Germans must destroy the absolute power of the monarch if they want to obtain freedom.

Q.25 Name the two underground societies formed by Mazzini?

Ans. The underground societies set up by Mazzini were ‘Young Italy’ in Marseilles and ‘Young Europe’ in Berne.

Q.26 1. What was the ideology of the liberal movements with respect to women?

2. Enumerate on the work done by women during the Frankfurt Parliament. [2+3=5]

Ans. 1. The status of women during the liberal movements was a controversial one. They did not have the same rights as the men, even though they participated in large numbers.

2. The women participated actively during the assembly of the Frankfurt Parliament. They formed their own political associations, brought out several journals and newspapers and took part in political demonstrations and meetings. Despite this, they were denied suffrage rights during the election of the Assembly. In 1848, in the Church of St Paul where the assembly of the Frankfurt Parliament took place, they were seated as mere observers, in one of the upper galleries.

Q.27 Explain how economic interests propagated the national sentiments in Prussia?

Ans. In the economic sphere, liberalism stood for the freedom of markets and the abolition of state-imposed restrictions on the movement of goods and capital. During the nineteenth century this was a strong demand of the emerging middle classes. Such conditions were viewed as obstacles to economic exchange and growth by the new commercial classes, who argued for the creation of a unified economic territory allowing the unhindered movement of goods, people and capital.

In 1834, a customs union or zollverein was formed at the initiative of Prussia and joined by most of the German states. The union abolished tariff barriers and reduced the number of currencies from over thirty to two. The creation of a network of railways further stimulated mobility, harnessing economic interests to national unification. A wave of economic nationalism strengthened the wider nationalist sentiments growing at the time.

Q.28 What do you mean by conservatism?

Ans. Conservatism can be defined as a political philosophy that stressed the importance of tradition, established institutions and customs, and preferred gradual development to quick change.

Q.29 Who was Count Camillo de Cavour ?

Ans. Count Camillo de Cavour was the chief minister of the kingdom of Sardinia-Piedmont, under King Victor Emmanuel II.

Q.30 Which Act was instrumental in formation of the United Kingdom of Great Britain?

Ans. The Act of Union (1707) between Britain and Scotland resulted in the formation of the United Kingdom of Great Britain.

Q.31 Which king was offered the crown in the Frankfurt parliament of 1848?

Ans. King Friedrich Wilhelm IV, the King of Prussia was offered the crown of a united Germany in 1848, which he subsequently rejected.

Q.32 Write about the revolt of the weaving community of Silesia?

Ans. The 1830’s was a year of hardships in Europe. The population increased and wide scale migration took place from rural to urban areas. Peasants struggled under the feudal dues and obligations.

1. The weavers in Silesia revolted against their contractors in 1845 as contractors had drastically reduced the payments on finished goods.

2. They marched in pairs to the contractor’s house, demanding higher wages.

3. The contractor fled in fear with his family and returned after 24 hours, requisitioning the army and had a large number of the weavers shot.

Q.33  Which Treaty is associated with the independence of Greece from the Ottoman Empire?

Ans. The Treaty of Constantinople of 1832 recognised Greece as an independent nation.

Q.34 Write a note on the Romanticism, a cultural movement.

Ans. Romanticism was a cultural movement, sought to develop a particular form of nationalist sentiment. Romantic artists and poets generally criticised the glorification of reason and science and focused instead on emotions, intuition and mystical feelings. In Romanticism the effort was to create a sense of a shared collective heritage, a common cultural past, as the basis of a nation.

Q.35 What did Liberal Nationalism Stand for?

Ans. The term ‘liberalism’ derives from the Latin root liber, meaning free. Liberalism stood for freedom for the individual and equality of all before the law. Politically, it emphasised the concept of government by consent. Since the French Revolution, liberalism had stood for the end of autocracy and clerical privileges, a constitution and representative government through parliament. Nineteenth-century liberals stressed on the inviolability of private property.

Q.36 Who was the architect of the unification of Germany?

Ans. Otto von Bismarck, the Chancellor of Prussia, was the main architect behind the unification of Germany, under Prussian leadership.

Q.37 Correct the following statement and rewrite: After 1815, all conservatives in Europe proposed a return to the society of pre-revolutionary days.

Ans. After 1815, most conservatives in Europe did not propose a return to the society of pre-revolutionary days.

Q.38 Correct the following statement and rewrite: During the unification of Italy, the peasant masses of southern Italy, who supported Garibaldi, were aware of the term Italia .

Ans. During the unification of Italy, the peasant masses of southern Italy, who supported Garibaldi, had never heard of the term Italia .

Q.39 Romantic artists and poets focused on emotions, intuition and mystical feelings, in order to _________________________________.

Ans. Romantic artists and poets focused on emotions, intuition and mystical feelings, in order to create a sense of a shared cultural heritage, a common cultural past, as the basis of a nation .

Q.40 After gaining independence from the Ottoman Empire, the Balkan nations fiercely competed against each other in order to ____________________________________.

Ans. After gaining independence from the Ottoman Empire, the Balkan nations fiercely competed against each other in order to gain more territory for themselves at the expense of others .

Q.41 What was the aim of the French nation, according to the revolutionaries?

Ans. After liberating France from despotic rule, the revolutionaries declared that their nation must aim to free all Europeans from the clutches of despotism, so that they become nations.

Q.42 Which statesman led the movement for the unification of Italy under the rule of Sardinia-Piedmont?

Ans. The movement for the unification of Italy, under the rule of Sardinia-Piedmont, was led by its Chief Minister – Cavour.

Q.43 After the forceful incorporation of Scotland and Ireland into the United Kingdom, the identity of a new ‘British nation’ was forged through _______________________________.

Ans. After the forceful incorporation of Scotland and Ireland into the United Kingdom, the identity of a new ‘British nation’ was forged through the propagation of a dominant English culture .

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Cbse class 10 social science history revision notes, chapter 2 - nationalism in india.

Chapter 3 - The Making of a Global World

Chapter 4 - the age of industrialisation, chapter 5 - print culture and the modern world, faqs (frequently asked questions), 1. give an overview of the rise of nationalism in europe..

The rise of nationalism in Europe was a slow and gradual process, which started as a result of mass protests, conflicts, and struggles. The idea of nationalism emerged as a sense of common belongingness. While struggling for their rights, people felt connected to one another. 

2. Was the Indian nationalism journey similar to European nationalism?

 The journey of nationalism in India and Europe was similar yet different. Europeans had to fight against various monarchs and nobles to gain their fundamental rights. However, Indians fought against the Britishers. So, the former was fighting against conservatism, and the latter was fighting against colonialism.

3. What is nationalism in general?

 Nationalism is a movement or a protest started in any country that may begin to gain independence. For example, before the nationalism movement started in Europe, the world was not divided into nations.

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CBSE Class 10 Social Science Case Study Questions Download Free PDF

If you are looking for the CBSE Class 10 Social Science Case Study Questions in PDF, then you are in the right place. CBSE 10th Class Case Study for the Social Science Subject is available here. These Case studies can help the students to solve the different types of questions that are based on the case study.

The Social Science Subject case study for class 10th covers a wide range of chapters from the Social Science. Students willing to score good marks in their board exams can use it. The questions are highly interactive and it allows students to use their thoughts and skills to solve such kinds of questions.

CBSE 10th Social Science Exam 2022-23 : Case Study Questions With Answers

In class 10th board exams 2023, students will observe new types of case study questions. For the first time, the board introduced the case study questions in the board exam. we have provided the chapter-wise case study question with answers.

The above  Case studies for Class 10 Social Science  will help you to boost your scores as Case Study questions have been coming in your examinations. These CBSE Class 10 Social Science Case Study’s have been developed by experienced teachers of  cbseexpert.com  for benefit of Class 10 students.

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For CBSE Class 10, the board has decided to introduce a minimum of 30 percent competency-based questions in form of case study questions, MCQs, source-based integrated questions, etc. in the new exam pattern 2022-2023. Therefore, students should make themselves familiar with the case study questions to learn the right process for approaching these new types of questions with accuracy.

Case Study Type Questions in Social Science Class 10

Case Study Type Questions in Social Science Class 10 include the information or data. Students willing to solve them are required to read the passage carefully and then solve them. While solving the paragraph the ideal way is to highlight the key information or given data.

Because later it will ease them to write the final answers. Science Case study type questions consist of 4 to 5 questions that should be answered in an MCQ manner. 

While reading the paragraph students will get the clue in between about the possible answer of the question. They should definitely highlight those questions. This is the best way to solve such kind of Case study Type Questions.

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Case Study Questions Class 10 Social Science Economics Chapter 1 Development

CBSE Class 10 Case Study Questions Social Science Economics Development. Important Case Study Questions for Class 10 Board Exam Students. Here we have arranged some Important Case Base Questions for students who are searching for Paragraph Based Questions Development.

At Case Study Questions there will given a Paragraph. In where some Important Questions will made on that respective Case Based Study. There will various types of marks will given 1 marks, 2 marks, 3 marks, 4 marks.

Case Study 1:

Development and growth are often used interchangeably, however, they represent distinct facets of progress. Growth primarily pertains to quantitative expansion, such as an augmentation in GDP, population, or production. It is quantifiable and readily observable. Conversely, development encompasses a broader range of factors. It encompasses enhancements in living standards, education, healthcare, and overall well-being. Development places emphasis on the quality of growth rather than mere quantity. It is possible for a nation to experience growth without truly developing, resulting in disparities and inequalities. Consequently, the pursuit of sustainable development is paramount, ensuring not only economic growth but also social progress, equity, and environmental sustainability. Striking a balance between growth and development is the ultimate challenge for societies striving for comprehensive advancement.

Q1) Is development only calculated in monetary terms? Mark 2

Answer Quality of life also depends on non materialistic thing like quality of air, peaceful society , healthy environment and law and order condition which cannot be majorly buy by money. Development is majorly a subjective term and hence precise by different people differently.

Q2) Give an example where a situation is development for one but not for other? Mark 1

Answer An industrialist seek construction of dam for more electricity and more production however people who will required to migrate due to dam may not seek it as a development process in their life.

Q3) What are the two fundamental principle of development? Mark 1

Answer First different persons can have different developmental goals and second, what may be development for one may not be development for the other. It may even be destructive for the other.

Case Study 2:

A developed country is a highly industrial growth oriented country where quality of life is high, presence of developed economy and advanced technology. While the developing countries are those that are in either pre industrialization or in industrialization process. These economies are mostly relies in agrarian form of economy and there per capita income is generally less than the others. Another aspect of the developed countries are their highly dominating tertiary and Quaternary Sector. While tertiary sector provides services such as entertainment, finance and retailers quaternary sector comprises of knowledge based activities like of Information technology , research and development as well as areas of consulting services etc.  There is no all-agreed definition of a developed country.

Agencies such as the United Nations, the World Bank, the World Trade Organization, and the World Economic Forum use their indicators to club developed and developing countries. For example, the UN classifies countries into low, lower-middle, upper-middle, and high-income countries.

This classification is based on an individual country’s gross national income (GNI) per capita. Low –Income Economy: GNI per capita of up to $1,085 Lower Middle-income: GNI per capita up to $4,255 Upper-Middle-income: GNI per capita $13,205 High-Income economy: GNI per capita above $13,205.

Q1) What do you understand by the term per capita income? Mark 1

Answer  Average income which is the total income of the country divided by its total population. The average income is also called per capita income

Q2) What is the most important attribute to compare development of the countries? Mark 1

Answer Income is considered as the most important attribute while comparing development of the country.

Q3) Differentiate between development and growth? Mark 2

Answer  Development refers to a broader, multidimensional improvement in living standards, education, healthcare, and overall well-being. Growth is primarily quantitative and relates to an increase in factors like GDP, population, or production. While growth is measurable, development encompasses qualitative aspects and focuses on the quality of life.

Case Study 3:

The Human Development Report (HDR) by the United Nations Development Programme (UNDP) is a vital tool for assessing a nation’s progress beyond mere economic growth. In the context of India, the HDR provides a nuanced perspective. While India has made significant economic strides, socio-economic disparities persist. The report highlights challenges in health, education, and income inequality, reflecting the complexity of India’s development journey. It underscores the importance of inclusive policies to ensure that the nation’s remarkable growth benefits all citizens. As India continues its development path, the HDR serves as a crucial benchmark, guiding efforts towards a more equitable and prosperous future. A student’s BMI could be within the normal range or less than that (underweight) or more (obesity). For example, if a girl student is 14 years and 8 month old and the BMI is 15.2, then she is undernourished. Similarly, if the BMI of a boy aged 15 years and 6 months is 28, then he is overweight.

Q1) What do you understand by Body mass index? Mark 1

Answer BMI, or Body Mass Index, is a numerical measure that assesses a person’s body weight in relation to their height. It is calculated by dividing a person’s weight in kilograms by the square of their height in meters. BMI provides a rough estimate of whether a person is underweight, normal weight, overweight, or obese, serving as a basic indicator of overall body composition and health.

Q2) What is ranking of India in human development index? Mark 1

Answer As of last knowledge update in September 2021, India’s ranking on the Human Development Index (HDI) was 131 out of 189 countries.

Q3) On what factors human development report based on. Mark 2

The Human Development Report (HDR) is based on several key factors and indicators that collectively assess the overall well-being and development of a country or region. These factors include:

Life Expectancy at Birth

Educational Attainment:

Per Capita Income

Case Study 4:

The Public Distribution System (PDS) in India is an essential social welfare program with the primary objective of guaranteeing food security for a significant number of vulnerable citizens. Since its establishment in 1947, the PDS has undergone significant developments and now plays a pivotal role in the distribution of vital commodities such as rice, wheat, and sugar to those in dire need. This extensive network of fair price shops operates in both rural and urban areas, effectively bridging the gap between surplus production and food scarcity.

Despite the numerous challenges it faces, the PDS has proven to be a lifeline for low-income households, particularly during times of crisis. It serves to stabilize food prices and ensures that essential items are accessible to the needy at affordable rates. However, there are concerns regarding leakages and inefficiencies within the system that necessitate immediate attention. Continuous efforts to enhance the effectiveness of the PDS and reduce corruption are of utmost importance for its success in combating hunger and malnutrition in India.

Q1) Why Kerala has low infant mortality rate? Mark 1

Answer Kerala has a low Infant Mortality Rate because it has adequate provision of basic health and educational facilities. Similarly, in some states, the Public Distribution System (PDS) functions well. Health and nutritional status of people of such states is certainly likely to be better.

Q2) Money in your pocket cannot buy all the goods and services that you may need to live well. Explain this statement Mark 2

Answer Normally, money cannot buy us a pollution-free environment or ensure that you get unadulterated medicines, unless you can afford to shift to a community that already has all these things. Money may also not be able to protect us from infectious diseases, unless the whole of your community takes preventive steps

Q3) What do you understand by infant mortality rate? Mark 1

Answer Infant Mortality Rate (IMR) is a crucial demographic indicator that measures the number of deaths of infants under one year of age per 1,000 live births in a given population and time period

Case Study 5:

Despite being the first state in India to report COVID cases, Kerala was well-prepared due to its past experience in effectively managing the Nipah outbreak and Kerala floods. The state was able to initiate the necessary measures for containment because of its prior experience in mobilizing community-based groups, involving local self-government in decentralized planning, and participating in containment and relief measures, as well as having a well-equipped health system and infrastructure. The measures taken to “flatten the curve” in Kerala, which were unique to the state, and the factors that contributed to their success are described in detail using the framework developed after the Nipah outbreak containment experience. These insights are being shared with the hope that other regions can use them to replicate successful components.

Kerala’s remarkable success in managing the COVID-19 pandemic is a testament to its well-established infrastructure for social and human development. This foundation includes an efficient public healthcare delivery system that positions the state far ahead of the rest of India in numerous vital indicators.

Q1) Explain the term infant mortality rate , literacy rate and net attendance ratio? Mark 2

Answer Infant Mortality Rate (or IMR) indicates the number of children that die before the age of one yearas a proportion of 1000 live children born in that particular year.

Literacy Rate measures the proportion of literate population in the 7-and-above age group.

Net Attendance Ratio is the total number of children of age group 14 and 15 years attending school as a percentage of total number of children in the same age group

Q2) Why kerala health infrastructure stand strong in times of covid? Mark 2

Answer  Kerala’s resilient health infrastructure during COVID-19 is a result of long-term investments, a high doctor-to-patient ratio, well-equipped healthcare facilities, and a robust public healthcare system. Effective governance, a focus on education, community engagement, and transparent data reporting further bolstered its ability to respond effectively to the pandemic.

Also See : Gender, Religion and Caste Chapter Case Study Questions

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• CBSE Class 10
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CBSE Class 10 History Important Questions

CBSE Class 10 History Important Questions is compiled here in a chapter-wise format for the students to access easily. CBSE Class 10 Important Questions is the best resource that helps students easily prepare for the board exams. They can also access these questions for the respective chapters from the links provided in this article. These questions cover the critical aspects of all the chapters of this subject and are a useful resource for students to revise before the exams. After practising these CBSE Class 10 Important Questions , they will be confident enough to write the Social Science History exam. It will boost their preparation and help them score good grades in the board exams.

The questions, which have been frequently asked in the exams, are provided here. You can click on the links given and access the questions.

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