HBSE 10th Class Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe

Haryana State Board HBSE 10th Class Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe Textbook Exercise Questions and Answers.

Haryana Board 10th Class Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe

HBSE 10th Class History The Rise of Nationalism in Europe Intext Questions and Answers

Activity (Page No. 3)

Class 10 History Chapter 1 Questions And Answers HBSE Question 1.
In what way do you think this print (textbook Fig. 1) depicts a utopian vision ?
Answer:
The picture was prepared by the French artist Frederic Sorrieu in year 1848, visualising his dream of a world made up of ‘democratic and social Republics’. This figure shows the people of Europe and America marching in a long train, and offering homage to the statue of Liberty as they pass by it. Therefore, this picture depicts an ideal but imaginary situation which could not be really possible.

Activity (Page No. 11)

The Rise Of Nationalism In Europe Class 10 Solutions HBSE Question 1.
Plot on a map of Europe the changes drawn up by the Vienna Congress.
Answer:

Activity (Page No. 16)

Class 10 History Chapter 1 HBSE Question 1.
Imagine you are a weaver who saw the events as they unfolded. Write a report on what you saw.
Answer:
A large crowd of weavers emerged from their homes and marched in pairs up to the mansion of their contractor, demanding higher wages. When they asked for their rightful returns, the latter scolded and beat the weavers. A furious group of weavers forced their way into the house of the contractor, smashed its elegant window- panes, furniture, etc. Another group broke into the storehouse and plundered it of supplies of cloth, which they tore to shreds. The contractor fled with his family. Next day, he returned with the army. In the revenge that followed, eleven weavers were shot dead.

Activity (Page No. 20)

Question 1.
Describe the caricature. How does it represent the relationship between Bismarck and the elected deputies of Parliament ? What interpretation of democratic processes is the artist trying to convey ?
Answer:
In the figure (given on textbook page no. 20), Bismarck is shown with the hunter in his hand in the German Parliament. The rest of the parliamentary members are afraid of him. They bow their heads to show their respect to Otto von Bismarck. This caricature depicts that Bismarck ruled on the minds of the members of German Parliament. He controlled his subjects. Here, the artist comically explains the functioning of the democratic system in which the existence of democracy was in fact a farce. Actually, it was the dictatorship of one person who was dominant in the Parliament.

Activity (Page No. 21)

Question 1.
Look at textbook fig. 14 (a). Do you think that the people living in any of these regions thought of themselves as Italians?
Examine Fig. 14 (b). Which was the first region to become a part of unified Italy? Which was the last region to join? In which year did the largest number of states join?
Answer:
(a) Yes, the people living in the Kingdom of two Sicilies Venetia and Lombardy, thought of themselves as Italians.

(b) (i) Venetia region was the first to become a part of unified Italy.

(ii) The Kingdom of both Sicilies was the last region to join unified Italy.
(iii) In the year 1858-60, the largest number of states joined Italy.

Activity (Page No. 22)

Question 1.
The artist has portrayed Garibaldi as holding on to the base of the boot, so that the King of Sardinia-Piedmont can enter it from the top. Look at the map of Italy once more. What statement is this caricature making?
Answer:
According to the caricature, the shoes depict the Kingdom of two Sicilies over which Garibaldi achieved victory, and later on he presented these shoes to the king of Sardinia-Piedmont, who was proclaimed as the king of United Italy. The given figure 14 (a) depicts the role of Garibaldi in the unification of Italy.

Activity (Page No. 24)

Question 1.
With the help of the chart in Box 3 of the textbook identify the attributes of Veit’s Germania and interpret the symbolic meaning of the painting. In an earlier allegorical rendering of 1836, Veit had portrayed the Kaiser’s crown at the place where he has now located the broken chain. Explain the significance of this change.
Answer:
The picture painted by Phillip Veit shows the rising of German nation. It is the beginning of a new era in which liberal nationalist ideology would be predominant. A new German nation is very powerful and always ready to make a war or peace with its neighbouring states. It is completely free from the control of autocracy. Germania wears a crown of oak leaves, which stands for heroism. To change the previous picture of Germania, the broken chain was portrayed at the place of Kaiser’s crown, which depicts that Germany is completely independent from the autocratic rule of monarchy.

Question 2.
Describe what you see in Fig. 18. What historical events could Hubner be referring to in this allegorical vision of the nation?
Answer:

This picture was painted by Julius Hubner in the year 1850. Hubner has shown a disgraced Germania fallen in front of the Kaiser’s crown. Germania was an allegory for German pride and heroism. One can see German pride and strength razed to the ground. The crown is lying down in the dust. It is the sunset for Germany with dark clouds hovering all-around. The painting depicts a deep sense of hurt and anguish that the Germans experienced at the failure of the Frankfurt Parliament in 1848.

Activity (Page No. 25)

Question 3.
Look once more at Fig. 10 of the textbook. Imagine you were a citizen of Frankfurt in March 1848 and were present during the proceedings of the parliament. How would you (a) as a man seated in the hall of deputies, and (b) as a woman observing from the galleries, relate to the banner of Germania hanging from the ceiling ?
Answer:
(a) If I were seated as a man in the hall of deputies, I would feel that the portrait or banner of Germania was real.
(b) If I had been observing from the gallery as a woman, then I would have felt that this picture partially represented the liberal-nationalist ideology.

Discuss (Page No. 4)

Question 1.
Summarise the attributes of a nation, as Renan understands them. Why, in his view, are nations important?
Answer:
The attributes of a nation, as presented by Ernst Renan are the following:

1. A nation is the culmination of a long past of endeavours, sacrifice and devotion.
2. A heroic past, great men, glory, is the social capital, upon which, one bases a national idea.
3. A nation is a large-scale solidarity. Its existence is a daily plebiscite.
4. If anyone has the right to be consulted, it is the inhabitant.
5. A nation never has any real interest in annexing or holding on to a country against its will.
6. The existence of nations is a good thing, and is even a necessity.

Discuss (Page No. 10)

Question 1.
Describe the political ends that List hopes to achieve through economic measures.
Answer:
Friedrich List, professor of Economics, visualised that economics measures could help forge a united nation.
This is possible in the following ways :

1. By removal of barriers on the movement of goods, services, people and capital, the whole country becomes one big market. All agents of the economy can freely move within this market.
2. The size of a market expands. All the economic agents develop a vested interest in this expanded market. They become interdependent on each other. This free economic system promotes economic, social and political unification among them.

Discuss (Page No. 11)

Question 1.
What is the caricaturist trying to depict?
Answer:
Treaty of Vienna, 1815, resulted in the setting up of conservative regimes, which proved autocratic in nature. These regimes did not tolerate any criticism or dissent. They imposed strict censorship. Freedom of speech was curbed. Nobody was allowed to give expression to their thoughts. People could keep their thoughts to themselves, and could not share them with anybody else. This caricature is bringing out the idea, that it was very painful and rejecting for them.

Discuss (Page No. 15)

Question 1.
Discuss the importance of language and popular traditions in the creation of national identity.
Answer:
The importance of language and popular traditions in the creation of national identity can be proved by the following facts :

1. It was through folk songs, folk poetry and folk dances that the true spirit of nation was popularised.
2. Language and traditions brought different sections of society into the mainstream.
3. Language and traditions united people, and tied them in the threads of pride.

Discuss (Page No. 16)

Question 1.
Describe the cause of the Silesian weavers’ uprising. Comment on the view – point of the journalist.
Answer:
The causes of the Silesian weavers’ uprising against contractors are :

1. Contractors gave them orders for finished textiles, but drastically reduced their payments for finished clothes.
2. The viewpoint of the journalist was that the condition of the weavers was extremely miserable and the desperate need for jobs was taken advantage of by the contractors to reduce the prices of goods they ordered.

Discuss (Page No. 18)

Question 1.
Compare the positions on the question of women’s rights voiced by the three writers cited above. What do they reveal about liberal ideology?
Answer:

1. The liberal politician Carl Welcker agreed with the idea of no political rights for women. According to him, women were weaker, dependent and timid, and required the protection of men.
2. Louise Otto – Peters argued that mankind could not be free in totality, unless and until the women, one half of the total population, were given equal rights as men.
3. An anonymous reader argued that, very frequently, women performed better than men, proved themselves more intelligent than men and contributed in a greater measure to the welfare of society. In the given circumstances, there was absolutely no rationale in denying equal rights to both sexes. In brief, the liberal ideology was under attack on the gender issue. One could safely predict that it would be difficult to resist women’s demand for equality before law.

Knowledge Basket

Collect pictures of Marianne and Germania and paste these pictures on white chart paper. Now, discuss about these pictures in the classroom.
Hint : Do it yourself.

Find out more about nationalist symbols in countries outside Europe. For one or two countries, collect examples of pictures, posters or music that are symbols of nationalism. How are these different from European examples ?
Answer:
Guidelines :
(a) The students can do it themselves under the guidance of their parents and teachers.
(b) Search them on internet or in newspapers, or good libraries.

HBSE 10th Class History The Rise of Nationalism in Europe Textbook Questions and Answers

Question 1.
Write a note on:
(a) Guiseppe Mazzini
(b) Count Camillo de Cavour
(c) The Greek war of independence
(d) Frankfurt Parliament
(e) The role of women in nationalist struggles
Answer:
(a) Guiseppe Mazzini:

1. Guiseppe Mazzini was a famous Italian revolutionary.
2. He is known for his noble efforts to achieve the unification of Italy.
3. He was bom in Genoa in the year 1807.
4. Inspired by patriotism, he became a member of the secret society of the Carbonari.
   As a young man of 24, he was sent into exile in the year 1831 A.D. 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 German states.
5. Mazzini believed that God had intended nations to be the natural units of mankind. So Italy could not continue to be a patchwork of small states. It had to be forged into a single unified republic within a wider alliance of nations. This unification alone, could be the basis of Italian liberty.
6. Mazzini’s relentless opposition to monarchy and, his vision of democratic republics frightened the conservatives.

(b) Count Camillo de Cavour:

1. Count Camillo de Cavour was the chief minister of the Sardinia-Piedmont state of Italy.
2. The real credit for the unification of Italy goes to Cavour.
3. He was neither a revolutionary nor a democrat.
4. Like many other wealthy and educated members of the Italian elite, he spoke French much better than he did Italian.
5. Through a tactful diplomatic alliance with France, engineered by Cavour, Sardinia- Piedmont succeeded in defeating the Austrian forces in the year 1859.
6. He led the movements to unify the regions of Italy.
7. The historians bestow upon him, the honour of being, ‘The Bismarck of Italy”.

(c) The Greek war of Independence:

1. Greece had been a part of the Ottoman Empire since the fifteenth century.
2. The war of independence amongst the Greeks started in the year 1821.
3. Nationalists in Greece got support from other Greeks living in exile and also from many West Europeans who had sympathies for the ancient Greek culture.
4. Poets and artists lauded Greece as the cradle of European civilization and mobilised
   I public opinion to support its struggle against a Muslim empire.
5. The English poet, Lord Byron, organised funds and later went to fight in the war, where he died of fever in the year 1824.
6. Finally, the Treaty of Constantinople of 1832 made Greece an independent nation.

(d) Frankfurt Parliament:

1. It is the name of the German National Assembly, founded during the revolution of 1848. It tried to unite Germany in a democratic way.
2. With the objective of constituting the united German nation, a Parliament met at Frankfurt on 18 May 1848.
3. The Parliament was attended by 831 deputies. The members had drafted the constitution for new the German nation.
4. The Parliament proposed the unification of Germany under the king of Prussia. The King of Prussia, Friedrich Wilhelm IV, however, opposed the idea of becoming a consitutional monarch and declined the offer.
5. The new constitution was rejected by Friedrich Wilhelm IV, the King, of Prussia.
   The Frankfurt Parliament failed to unite Germany, thus ending the first phase of the unification of Germany.

(e) The role of women in nationalist struggles:

1. Women played an important role in nationalist struggles all over the world.
2. In all the European states, women took an active part in the nationalist struggles of their countries.
3. The issue of extending political rights to women was a controversial one within the liberal movement, in which large numbers of women participated actively over the years.
4. Women had formed their own political associations, founded newspapers and taken part in political meetings and demonstrations.
5. Despite this, they were denied suffrage during the election of the Assembly.
6. When the Frankfurt parliament convened in the Church of St. Paul, women were admitted only as observers, to stand in the visitors’ gallery.

Question 2.
What steps did the French revolutionaries take to create a sense of collective identity among the French people ?
Answer:
To create a sense of collective identity among the French people, the French revolutionaries took the following steps :

1. 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.
2. A new French flag, the tricolour, was chosen to replace the former French standard.
3. The Estates General was elected by the body of active citizens, and renamed the National Assembly.
4. New hymns were composed, martyrs’ oaths taken and commemorated, all in the name of the nation.
5. A centralised administrative system was set up to formulate uniform laws for all citizens within French territory.
6. Internal customs duties and dues were abolished and a uniform system of weights and measures was adopted.
7. Regional dialects were discouraged and French became the common language of the nation.
8. The revolutionaries further declared that it was the mission and the destiny of the French nation to liberate the people of Europe from despotism, in other words, to help other people of Europe to become nations.

Question 3.
Who were Marianne and Germania ? What was the importance of the way in which they were portrayed ?
Answer:
Marianne:
They were the female allegory of France. During the French revolution, artists used the female allegory or symbols to portray ideas such as Liberty, Justice and the Republic. 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. To popularise the national symbols, the statues of Marianne were erected in public squares. Marianne images were also marked on coins and stamps.

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.

The inscription on Germania’s sword reads: ‘The German sword protects the German Rhine.’ In this way, the picture of Germania in female form represents the specific symbols of ideas such as Liberty, Justice and the Republic. The above female allegories represented their countries as if these were a person.

Question 4.
Briefly trace the process of German unification.
Answer:

1. In 1848, the middle class citizens of Germany tried to unite different regions of the German confederation into a nation-state, governed by an elected parliament.
2. 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.
3. Prussia took on the leadership of the movement for national unification.
4. Its chief minister, Otto von Bismarck, was the architect of this process, carried out with the help of the Prussian army and bureaucracy.
5. Three wars over seven years – with Austria, Denmark and France – ended in Prussian victory and completed the process of unification.
6. In January 1871, the Prussian King William I, was proclaimed German Emperor in a ceremony held at Versailles.
7. In this way, the process of unification of Germany was completed.

Question 5.
What changes did Napoleon introduce to make the administrative system more efficient in the territories ruled by him?
Answer:
To make the administrative system more efficient in the territories ruled by him, Napoleon introduced the following changes :

1. He incorporated revolutionary principles, in order to make the administrative system more rational and efficient.
2. He introduced the Napoleonic Code which did away with all privileges based on birth,
3. He established equality before the law and secured the right to property.
4. He simplified the administrative divisions, abolished the feudal system and freed the peasants from serfdom and manorial dues.
5. He standardised weight and measures, and common national currency was also introduced for the growth of trade.

Discuss:

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?
Answer:
The 1848 revolution of the liberals in France paved the way for the adiction of the monarch, and a republic based on universal male suffrage was introduced. The liberals wanted to establish an independent nation-state, where all people are equal before the law.

The liberals supported the following political, social and economic ideas :

1. Due to the food shortage and unemployment in 1848, the common man’s life became miserable. To solve this problem, the liberals took the recourse of revolution.
2. The demand for the formation of national assemblies based on universal suffrage was rising.
3. The liberal middles class men and women of Germany, Italy, Poland, etc. combined their demands for constitutionalism with national unification.
4. 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. .
5. During the liberal revolution, the demand of extending political rights to women was rising.
6. Demands to abolish serfdom and bonded labour also arose.

Question 2.
Choose three examples to show the contribution of culture to the growth of nationalism in Europe.
Answer:
Culture played an important role in creating the idea of the nation. In Europe, this cultural movement was named as Romanticism. The examples of Romanticism are following :

(1) Folk Culture: The famous German philosopher Johann Gottfried Herder claimed that true German culture was to be discovered among the ‘common people’ – dasvolk. It was through folk songs, folk poetry and folk dances, that the true spirit of the nation was popularised.

(2) Language: Language too, played an important role in developing nationalist sentiments. Its prominent example was Poland. After Russian occupation, the Polish language was forced out of schools and the Russian language was imposed everywhere. A large number of priests and bishops were put in jail or sent to Siberia by the Russian authorities as punishment for their refusal to preach in the Russian language. The use of Polish came to be seen as a symbol of the struggle against the Russian dominance.

(3) Music: In the case of Poland, national feelings were kept alive through music. Karol Kurpinski, a Polish citizen, celebrated the national struggle through his operas and music turning folk dances like the polonaise and mazurka into nationalist symbols.

Question 3.
Through a focus on any two countries, explain how nations developed over the nineteenth century. OR Explain the process of unification of Italy.
Answer:
During the 19th century, a number of countries became developed through different ways, in which Germany and Italy were the important nations.
(1) Germany:

• In Germany, nationalist feelings were widespread among middle classes. In 1848 they endeavoured to unite the different regions of the German confederation into a nation- state governed by an elected parliament (Frankfurt 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 of Prussia.
• From then on, Prussia took on the leadership of the movement for national unification. This unification process was carried out under the leadership of Otto von Bismarck, Chief Minister of Prussia.
• Three wars over seven years-with Austria, Denmark and France ended in Prussian victory and completed the process of unification.
• After the unification, the new state placed a strong emphasis on modernising the currency, banking, legal and judicial systems in Germany.

2. Italy :

• Italians were scattered over several dynastic states as well as the multinational Habsburg Empire. During the middle of the 19th century, Italy was divided into seven states, of which only one, Sardinia-Piedmont, was ruled by an Italian princely house. The north was under Austrian Habsburgs, the centre was ruled by the Pope and the southern regions were under the domination of the Bourbon kings of Spain.
• Even the Italian language had not acquired one common form and still had many regional and local variations.
• During the 1830s, Giuseppe Mazzini had sought to put together a coherent programme for a unitary Italian Republic. He had also formed a secret society called ‘Young Italy’ for the dissemination of his nationalist ideas.
  The failure of revolutionary uprisings, both in 1831 and 1848, meant that the mantle now fell on Sardinia-Piedmont under its ruler King Victor Emmanuel II to unify the Italian states through war.
• Chief Minister Cavour led the movement to unify the regions of Italy. 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.
• In 1860, they marched into South Italy and the Kingdom of Two Sicilies and succeeded in winning the support of the local peasants, in order to drive out the Spanish rulers.
• In 1861, Victor Emmanuel II was proclaimed king of United Italy. In this way, the unification of Italy was completed.

Question 4.
How was the history of nationalism in Britain unlike the rest of Europe ?
Answer:

1. In Europe, nationalism developed as a result of powerful revolutions, wars and armed rebellions. Its examples are the unification of Germany and Italy. But in Britain, the formation of the nation-state was not a result of sudden upheaval or revolution. It was the result of a long – drawn process.
2. The spirit of nationalism emerged in Britain, inspite of many ethnic groups, like English, Welsh, Scot or Irish making up the -population, whereas in most of the other European nations, people belonged to same ethnic groups.
3. The English Parliament, which had seized power from the monarchy in 1688, was the instrument through which the nation-state came into existence, whereas in the rest of Europe, kings or other national heroes played a major role in the formation of a nation-state.

Question 5.
Why did nationalist tensions emerge in the Balkans ?
Answer:
After 1871, the most serious source of nationalist tension in Europe was the Balkan region. The reasons were :

1. The Balkan was a region of geographical and ethnic variations.
2. A huge part of the Balkans was under the control of the Ottoman Empire.
3. All through the 19th century, the Ottoman Empire had sought to strengthen itself through modernisation and internal reforms, but with very little success.
4. As the different Slavic nationalities struggled to define their identity and independence, the Balkan area became an area of intense conflict.
5. The Balkan states were fiercely jealous of each other and each hoped to gain more territory at the expense of the others. During this period, there was intense rivalry among the European powers over trade and colonies, as well as naval and military might.
6. Each power – Russia, Germany, England, Austro – Hungary – was keen on countering the hold of other powers over the Balkans. This led to a series of wars in the region, and finally, the First World War.