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

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

UP Board Solutions for Class 10 Social Science History Chapter 1 The Rise of Nationalism in Europe Textbook Questions and Answers, Additional Important Questions

UP Board Class 10 History Chapter 1 The Rise of Nationalism in Europe InText Questions and Answers

In-text Question (Page 8)

Question 1.
How did nationalism and the idea of the nation¬state emerge?
Answer:
(1) The nationalism and the idea of nation-state emerged among the culturally diverse and regional-social groups’ of the European continent.
(2) With the transformation of European society, due to industrialisation, the new middle class emerged. It comprised of labour, working-class population, industrialists, businessmen, professionals, etc.
(3) The educated and liberal population among the middle class thought of uniting the culturally compatible sections of European society.
Hence, they thought of nationalism and this led to the emergence of the idea of nation-state.

Discuss (Page 10)

Question 1.
Describe the political ends that (Friedrich) List hopes to achieve through economic measures.
Answer:
(a) According to professor List, economic liberalism and reforms would help in generating national sentiment. The national sentiment, in turn, can meet the following political ends :

• Freedom for individual
• Equality for all before law
• Inviolability of private property
• Concept of government by consent
• End of aristocracy and clergical privileges
• A constituting and representative government through Parliament.

Activity (Page 3)

Question 1.
la what way do you think this print (Fig. 1) depicts a Utopian vision?
Answer:
(1) Fig.1 depicts a dream of worldwide democratic and socia1 republics.
(2) It shows many Aations which will touch the milestone to become democratic and social republics.
(3) It would, of course, be an ideal situation. Hence, this figure depicts an utopian vision as it was unlikely to exist.

Discuss (Page 4)

Question 1.
Summarise the attributes of a nation, as Renan understands them. Why, in his view, are nations important ?
Answer:
(a) According to Ernst Renan, following are the attributes of a nation :
(i) A nation is a large-scale solidarity.
(ii) A nation does not annex or hold on to a country against its will.
(iii) The existence of a nation is a guarantee of liberty.

(b) (i) By a ‘modern state’ we mean a state in which a centralised power exercises sovereign control over a clearly defined territory. In rther words, the ruler and the citizens have different identities in modem state,
(ii) The concept of nation-state differ from modern state in the way that in a nation-state, both the citizens and the rulers had a common identity and shared history. This common identity was established through struggles of the leaders and the common people.

Activity (Page 11)

Question 1.
Plot on a map of Europe the changes drawn up by the Vienna Congress.
Answer:

Discuss (Page 11)

Question 1.
What is the caricaturist trying to depict?
Answer:
The caricaturist is trying to depict the true nature of conservative monarchies of the 19th century Europe, which did not allow the ideas of liberalism and individual freedom to flourish. In the picture, the club has thinkers but they do not have power to express their thought.

Discuss (Page 15)

Question 1.
Discuss the importance of language and popular traditions in the creation of national identity.
Answer:
(1) The language and popular traditions of a particular region or country give the feeling of shared past, collective and united living to the people.
(2) They bind all the people by the thread of togetherness and pride.
(3) They give them the feeling of being culturally One, hence they perceive the sentiment of being nationally one and united.

Discuss (Page 16)

Question 1.
Describe the cause of the Silesian weavers’ uprising. Comment on the viewpoint of the journalist.
Answer:
(1) The cause of the Silesian weavers’ uprising was lower payments for the job. Contractors, who gave raw materials and took away finished textiles from the weavers paid very less money for the latter’s service., When the weavers asked for their dues, the contractors beat them to the hell.

(2) The viewpoint of the journalist that *.he misery Qf the workers is extreme and contractors take their unauthorised advantage, is totally logical and acceptable.

Activity (Page 16)

Question 1.
Imagine you are a weaver who saw the events as they unfolded. Write a report on what you saw.
Answer:
(1) The weavers, who work very hard to supply the order on time, did not get their due favour in terms of money returns.
(2) When they asked for their logical returns from the contractors, the latter scolded and beat the weavers.
(3) This led to a high voltage reaction from weaving society. They united themselves and illegally entered the contractor’s house.
(4) There they rampaged the house and the contractor, frightened due to unexpected attack, flew away. Next day the contractor returned along with military force and the weavers were shot dead.

Discuss (Page 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 three writers cited above present three different views about the women’s rights.

• One of these writers opposed any political right to women.
• The second writer criticised the men who had political rights. At the same time, the second writer advocated women’s political rights.
• The third writer i£ in favour of women’s rights. He cited a comparative study between position of men and women in so far as political rights were concerned.

(2) First, second, and third writers tell us that there were big divisions in the liberal ideology. The liberal thinkers and writers, were divided on the question of the women’s rights.

Activity (Page 20)

Question 1.
Describe the caricature. How does it represent the relationship between Bismark and the elected deputies of Parliament? What interpretation of democratic , processes is the artist trying to convey?
Answer:
(1) In the caricature, Bismark is holding and weaving w a hunter in the air. Rest of the deputies are fearful of him.
(2) All of them, in order to save themselves and to show him due respect, have bowed down under the benches of the i parliament.
(3) The caricature shows that Bismark ruled over the brains of the German parliamentarians. He enjoyed commendable power over his men.
(4) Artist is trying to interpret the democratic system in a funny way in which democracy exists only for the sake of name. In reality, it is one man’s autocracy (Bismark’s) that exists in the Parliament.

Activity (Page 21)

Question 1.
Look at figure 14(a) (from textbook). Do you think that the people living in any of there regions thought of themselves as Italians ?
Answer:
In 1858, Italy was divided into seven states, with the North being under Austrian Habsburg, the centre being ruled by the pope and the southern regions being under Spain’s domination. Only one state, Sardinia-Piedmont was ruled by an italian princely house. The Italian language also had not acquired a common form and had many regional and local variations. So people living in these regions, except Sardinia-Piedmont, would not have thought of themselves as Italians.

Question 2.
Examine Figure 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:
Savoy Sardinia was the first state to join unified Italy. The last region to join was the papal state. In 1858-60 years, the largest number of states joined.

Activity (Page 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:
The boots in caricature symbolise the kingdom of the two Sicilies that lied in the southern Italy. Garibaldi had won them, and later, handed over to the king of Sardinia-Piedmont, who was proclaimed the king of United Italy. The picture signifies the unification of Italy and role played by Garibaldi in it.

Activity (Page 24)

Question 1.
With the help of the chart in box 3 (T.B. Page 24), 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:
(1) The painting of Germania, by Philip Veit, symbolises that German nation has emerged. It is the beginning of a new era in which the liberal- nationalist attitude would prevail.
(2) The new nation has enormous strength and is ready to make war or establish peace with its neighbours.
(3) The nation of Germany is also freed from the clutches of autocratic or monarchical dominance.
(4) Germania is wearing an oak leaves crown which symbolises heroism.
(5) The change in Veit’s earlier portrait of Germania where crown was located at the place of broken chains symbolises that the nation is free from the autocratic monarchical rule.

Activity (Page 24)

Question 1.
Describe what you see in Fig. 18. What historical events could Hubner be referring to in this allegorical vision of the nation?
Answer:
(1) In the figure by Julius Hubner, Germania had fallen down in the front of Kaiser’s crown and stick. This symbolises that national assembly of all Germans, began at the Church of St. Paul as Frankfurt parliament had failed.
(2) The crown and stick symbolise that the Frankfurt parliament was disbanded by the monarch and military. Activity (Page 25)

Question 2.
Look once more at Fig. 10. 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 (6) as a woman observing from the galleries, relate to the banner of Germania hanging from the ceiling?
Answer:
(a) As a man seated in the hall of deputies, I would consider the banner of Germania, to have come true.
(b) As a woman observing from the galleries, I would consider the banner of Germanic to be a partial representation of liberal-nationalist ideas.

UP Board Class 10 History Chapter 1 The Rise of Nationalism in Europe Textbook Questions and Answers

Write in Brief:

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) He was a young revolutionary of Italy. Influenced by the ideal of liberal- nationalist nation state.
(2) He wished to build Italy according to this ideal. Hence, in order to overthrow different monarchies, that ruled over Italy during the 19th century, he got associated with secret revolutionary organisations.
(3) Later, he himself established two revolutionary organisations namely — Young Italy in Marseilles, and Young Europe in Berne.
(4) Mazzini believed that God had intended nations to be the natural units of mankind. Therefore, he led a revolution to unify Italy in 1831, at Liguria.

(b) Count Camillo de Cavour :
(1) He was the Chief Minister of the kingdom of Sardinia- Piedmont of Italy.
(2) He led the movement to unify the regions of Italy. He was neither a revolutionary nor a democrat.
(3) He had powerful diplomatic relations with France with whose aid he defeated Austria in 1859.
(4) He also mended Garibaldi’s mind to cede the southern kingdom of the Two Sicilies, with Sardinia-Piedmont in order to unify Italy. Thus in 1861, Italy was unified and Victor Emmanuel II was proclaimed as the king of united Italy.

(c) The Greek War of Independence :
(1) Greece was ruled by Ottoman Empire in the 19th century. The Empire was in its declining phase. At the same time, Greek nationals got influenced by the idea of liberal-nationalism. Therefore, the struggle of Greek independence began in 1821.
(2) The Greeks got support from western European countries as well as from the Greeks living in other countries of Europe.
(3) The poets and artists, who added romanticism to the Greek struggle of independence, also participated in its war with the Ottoman Empire.
(4) Finally, the Treaty of Constantinople of 1832 recognised Greece as an independent nation.

(d) Frankfurt Parliament :
(1) The German middle class decided to vote for an all-German National Assembly in 1848. Around 831 persons were elected. They comprised the National Assembly.
(2) The assembly decided to organise Frankfurt Parliament in the Church of St. Paul. Thus, on 18 May, 1848 the famous Frankfurt Parliament was convened.
(3) The assembly decided that the German nation would be a monarchy controlled by parliament, and offered this term to the Prussian king. But, he rejected. Also, the middle classes were restored to the suppression of working-class and artisans. This led to the division among the liberal minded persons. The Parliament got disrupted and people came to blows.
(4) In order to control the situation, military was called in the assembly hall. Thus, the monarchy and military combined together with autocracy, won over the liberal nationalist middle class.
Therefore, the Frankfurt Parliament is famous in history as a failure of liberalism and victory of monarchy.

(e) The Role of Women in Nationalist Struggles :
(1) Women led the movements, bore the blows of police and military men, stood by their male counterparts, spread the ideas of liberal-nationalism in the urban and country side areas of Europe.
(2) But, women were dissatisfied a lot. They, in spite of their very active participation in nationalist struggles, did not get their share of cake. They could not secure the right to vote, or the political rights for themselves till the end of 19th century.

Question 2.
What steps did the French revolutionaries take to create a sense of collective identity among the French people ?
Answer:
The French Revolution introduced the following measures and practices to create a sense of collective identity:
(1) The ideas of la patrie and le citoyen : These ideas of fatherland (la patrie) and citizen (le citoyen) were meant to replace the previously existing royal standards. These ideas were meant to provide the people with equal rights.

(2) New national symbol : To replace the old royal standards, a new tricolour national flag was chosen. This tricolour was a symbol of revolution.

(3) Centralized administrative system : To make uniform (equal) law for all citizens, a centralized administrative system was introduced.

(4) A national language : The regional languages were considered an obstacle in the way of nationalism. So, these were discouraged and ‘French’ was promoted as common spoken and written language

(5) Uniform weights and measures : Various internal customs, duties and dues were abolished (ended) and a new
uniform system of weights and measures was introduced.
(Choose any four)

Question 3.
Who were Marianne and Germania? What was the importance of the way in which they were portrayed?
Answer:
(1) Marianne was the allegoiy or symbol of French nation. Germania was the allegory or symbol of German nation.
(2) They represented their respective country as if it were a person. It sought to give an abstract idea of the nation in a concrete form.

Question 4.
Briefly trace the process of German unification.
Answer:
(1) The liberal middle class of German confederacy met in the Frankfurt Parliament in 1848, with an objective of establishing Germany as a nation. The Parliament ended with monarchical, military and aristocratic triumph.

(2) Later on, the Chief Minister of Prussia, Otto Von Bismark led the movement of unity of the German confederacy. He organised the military wars and mobilised bureaucracy against the countries which had occupied the German states.

(3) He fought three wars for over seven years with Austria, Denmark and France, and won. This completed the process of German unification.

(4) 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 ?
Answer:
The following examples justify the introduction of revolutionary administrative reforms by Napoleon :
(1) The Napoleonic Code : This code was introduced in 1804. It ended the privileges based on birth. It established equality before law and secured the right to property.

(2) Reform in rural administrative system : The administrative divisions were simplified. Feudal system was ended. Peasants were freed from paying dues to the serfs and manors.

(3) Reform in urban areas : The guild restrictions were removed. Transport and communication systems were improved.

(4) Reforms in trade : Introduction of uniform law, standardised weights and measures and common national currency helped the growth of trade and traders a lot.

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:
(1) The 1848 revolution of the liberals wanted to establish independent nation-states which recognised an individual’s freedom, equal law for all men and liberty.
(2) The political, social and economic ideas supported by the liberals were as under :
(i) Political Ideas : Liberals emphasised on the concept of government by consent, end of autocracy and clerical privileges. A constitutional and representative government through Parliament and inviolable right of property.
(ii) Social Ideas : Social equality, right to vote and get elected in the representative government were the most sought social ideas of liberals.
(iii) Economic Ideas : Liberals demanded freedom of markets and abolition of state imposed restrictions on the movement of goods and capital.

Question 2.
Choose three examples to show the contribution of culture to the growth of nationalism in Europe.
Answer:
Yes, it can be agreed that culture played an important role in creating the idea of the nation. The culture, in itself, includes language, folk songs, folk dances, music, operas, etc. Let’s see how these elements played their roles in giving shape to nationalism.
(1) Language : In Poland, Polish language was banned in schools. In reaction to it, Polish became the language of gatherings in Church. The use of Polish became a symbol of the struggle against Russian dominance in Europe.

(2) Folk tales : Grimm brothers collected a number of folk tales and made them a weapon against the French domination of Germany.

(3) Music : National feelings were kept alive through music in Poland.

(4) Operas and Folk dances : Kurpinski used operas to celebrate national struggle. Folk dances like polanaise and mazurka were used as nationalist symbols in Poland.

Question 3.
Through focus on any two countries, explain how nations developed over the nineteenth century.
Answer:
In the nineteenth century, nations developed in many ways. For example,
(1) Italy emerged after the long drawn wars between the forces of Sardinia-Piedmont and those who ruled at different parts of Italy such as Austria, etc. But it was only through successful diplomatic engineering that military could attain end results.

(2) Britain, on the other hand, does not have any history of bloodshed. There the one ethnic group-English, exerted its power over the other ethnic groups of the land by abolishing their national symbols, national dresses, national anthems, and by propagating its own national flag, national symbol and national anthem.

Question 4.
How was the history of nationalism in Britain unlike the rest of Europe ?
Answer:
(1) A supremacy over Scotland :
(i) In 1707, an act of Union was passed to give shape to the United Kingdom of Great Britain’. The Act of Union gave England the right to impose its influence on Scotland.
(ii) As a result of dominant power in the Union, Scottish political institution and culture were suppressed. The British Parliament was dominated by the English members. The people in Scotland were denied the use of their language or their national dress.

(2) Supremacy over Ireland :
(i) Ireland was divided into Protestants and Catholics. But the majority of the people were Catholics. England supported Protestants so as to dominate Catholics.
(ii) Against this act of England, Catholics revolted. The revolt was suppressed and Ireland was made a part of Great Britain, in 1801.

Question 5.
Why did nationalist tensions emerge in the Balkans ?
Answer:
(1) Balkans was the region where many ethnic groups resided. The whole region was controlled by Ottoman Empire which was in its declining phase.

(2) At the same time the Slavs, as the ethnic groups of Balkans were known, could not remain uninfluenced by the liberal and nationalist ideas. Therefore, all of these ethnic groups began to starve for their individual nation-state.

(3) At the same time, they did not have cordial relations among themselves. They always had an intense conflict among themselves. They even began to occupy as much land as possible at each others cost. ‘

(4) These incidents coincided with the effort of major European powers-Russia, France, Austria-Hungary to dominate the Balkan region for their individual trade, political, social and military concerns. Due to all these reasons the nationalist tensions emerged in the Balkans.

Project

Question 1.
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:
Some of the nationalist symbols of the countries other than European countries are as under :

These nationalist symbols are very different from the symbols of European countries in the manner that they manifest nationalist sentiments of their respective countries.

UP Board Class 10 History Chapter 1 The Rise of Nationalism in Europe Additional Important Questions and Answers

Objective Type Questions

Multiple Choice Questions (MCQs)

Question 1.
An ideal vision which is unlikely to actually exist is called:
(a) Utopian
(b) Absolutist
(c) The best
(d) None of the above
Answer:
(a) Utopian

Question 2.
When did Napoleon invade Italy ?
(a) 1821
(b) 1905
(c) 1797
(d) 1795
Answer:
(c) 1797

Question 3.
Who among the following was associated with the Treaty of Vienna of 1815?
(a) Bismarck
(b) Duke Mettemich
(c) Louis Philippe
(d) Victor Emmanuel II
Answer:
(b) Duke Mettemich

Question 4.
Who among the following once remarked “When France sneezes, the resfof Europe catches cold” ?
(a) Louis Philippe
(b) Bismarck
(c) Victor Emmanuel
(d) Mettemich
Answer:
(a) Louis Philippe

Question 5.
Who sought to put together a programme for a Unitary Italian Republic ?
(a) Mazzini
(b) Cavour
(c) Garibaldi
(d) Victor Emmanuel
Answer:
(c) Garibaldi

Question 6.
What does the crown of oak leaves worn by Germania stand for ?
(a) Courage
(b) Heroism
(c) Freedom
(d) Unity
Answer:
(b) Heroism

Question 7.
Which among the following was the allegory of France?
(a) Germania
(b) Marianne
(c) La Talic
(d) Das Volk
Answer:
(b) Marianne

Question 8.
Which one of the following powers was not interested in extending its own control over the Balkans ?
(a) Russia
(b) Germany
(c) Switzerland
(d) England
Answer:
(c) Switzerland

Fill in the blanks :

Question 9.
Napoleon had destroyed …………… in France.
Answer:
democracy

Question 10.
…………. In Germany the measuring unit ‘Elle’ was used to measures..
Answer:
cloth

Question 11.
Romanticism in Europe was a………….
Answer:
cultural movement.

Question 12.
…………. images were marked on coins and stamps during 1850s.
Answer:
Marianne.

Question 13.
The Ottoman Empire was ruled by the emperor of ………….
Answer:
Turkey

State whether the following statements are True or False:

Question 14.
The name of the painting prepared by Frederic Sorrieu is Utopian vision of the world.
Answer:
True

Question 15.
Civil Code of 1804 was introduced by Mazini.
Answer:
False

Question 16.
The Vienna Congress was , hosted by the Austrian, Chancellor Duke Mettemich.
Answer:
True

Question 17.
The 1830s were years of great economic hardship in Europe.
Answer:
True

Question 18 .
Act of Union was signed between Germany and Scotland.
Answer:
False

Very Short Answer Type Questions (VSAQs)

Question 19.
What bought sweeping changes in the political and mental world of Europe in the 19th Century?
Answer:
The emergence of the nation-state.

Question 20.
What was the main aim of the French revolutionaries?
Answer:
The main aim of the French revolutionaries was to introduce various measures to create a sense of collective identity amongst the French people.

Question 21.
Where did the industrialisation first begin in Europe ?
Answer:
England

Question 22.
Who said, ‘the German culture is to be discovered among common people ?’
Answer:
Johann Gottfried Herder

Question 23.
Who was Count Cavour?
Answer:
Count Cavour was the Chief Minister of Italy.

Match the following:
24.
(1) Duke Mattemich – (a) Chief Minister of Italy
(2) Napoleon Bonaparte – (b) Bourbon Dynasty
(3) Louis-XVI – (c) Vienna Congress
(4) Count Cavour – (d) Civil Code of 1804

Answer:

Picture Based Question:

Question 25.
Study the picture and answer the question that follows :
The given stamp with the figure of Marianne represent :

(a) Republic of France
(b) Republic of Chile
(c) Republic of India
(d) Republic of Ghana
Answer:
(a) Republic of France

Correct the statement and rewrite :

Question 26.
In 1834, a Customs Union was formed at the initiative of Prussia and joined by most of the Italian states.
Answer:
In 1834, a Customs Union was formed at the initiative of Prussia and joined by most of the German stated?

Questions Based on Chronical Sequence

Question 27.
Arrange the following in the correct chronical sequence,
(i) Napoleoni Code
(ii) Treaty of Constantinople
(iv) First World War
(a) (ii, (ii), (iv)
(b) (iii), (ii), (i), (iv)
(c) (iii), (ii), (iv), (i)
(d) (iii), (i), (ii), (iv)
Answer:
(d) (iii), () (ii), (iv)

Case!Source-Based Integrated Questions

Question 28.
Read the source below and answer the question that follows :
Source A : ‘A nation is the culmination of a long past of endeavours, sacrifice and devotion. A heroic past, great men, glory, that is the social capital upon which one bases a national idea. To have common glories in the past, to have a common will in the present, to have performed great deeds together, to wish to perform still more, these are the essential conditions of being a people.

A nation is therefore a large-scale solidarity… Its existence is a daily plebiscite … A province is its inhabitants; if anyone has the right to be consulted, it is the inhabitant. A nation never has any real interest in annexing or holding on to a country against its will. The existence of nations is a good thing, a necessity even. Their existence is a guarantee of liberty, which would be lost if the world had only one law and only one master’.

Source B : ‘The aim of the zollverein is to bind the Germans economically into a nation. It will strengthen the nation materially as much by protecting its interests externally as by stimulating its internal productivity. It ought to awaken and raise national sentiment through a fusion of individual and provincial interests. The German people have realised that a free economic system is the only means to engender national feeling.’

Source C : ‘Let us ask how many men, possessed by thoughts of living and dying for the sake of Liberty, would be prepared to fight for the freedom of the entire people, of all human beings? When asked this question, they would aH too easily respond with a “Yes!”, though their untiring efforts are intended for the benefit of only me half of humanity-men. But Liberty is indivisible! Free men therefore must not tolerate toJae surrounded by the unfree…

Questions :

Source A :
(i) What should be the attributes of a nation as per writer ?
Answer:
A nation is a large-scale solidarity and a nation does not annexe or hold on to a country against its will.

(ii) What is the aim of the Zollverein ?
Answer:
The aim of the Zollverein is to bind he Germans economically into a nation.
Source C :

(iii) Is the writer in favour of giving equal rights to women?
Answer:
Yes, the writer is in favour of giving equal rights to women 29.

Source A : The Napoleonic Code

The Civil Code of 1804 – usually known as the Napoleonic Code – did away with all privileges based, m 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, inJtaly 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. Peas; -its, artisans, workers and new businessmen enjoyed a tiew-fr md freedom.

Source B: The Aristocracy and The New Middle Class
In Western and parts of Central Europe the growth of industrial production and trade meant the growth of towns and the emergence of commercial classes whose existence was based on production for the market. Industrialisation began in England in the second half of the eighteenth century, but in France and parts of the German states it occurred only during the nineteenth century. In its wake, new social groups came into being: a working-class population, and middle classes made up of industrialists, businessmen, professionals.

Source C : A New Conservatism After 1815
Following 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 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.

Questions :

Source A : The Napoleonic Code

(i) usually known as the Napoleonic Code?
Answer:
The Civil Code of 1804

Source B: The Aristocracy and The New Middle Class
(ii) Where did industrialisation first begin in the second half of the eighteenth century ?
Answer:
The industrialisation first began in the England in the second half of the eighteenth century.

Source C : A New Conservatism After 1815
(iii) What is meant by conservatism ?
Answer:
A political philosophy that stressed the importance of tradition, established institutions and custoips, and preferred gradual development to quick change is called conservation.

Subjective Type Questions

Question 30.
What was Sorrieu’s utopian vision ? Who were leading the procession past the Statue of Liberty ?
Answer:
(1) Frederic Sorrieu was a famous French artist who had prepared a series of four prints visualising his dreams of a world. In his utopian vision, the people of world are grouped as distinct nation, identified through their flags and national costume.
(2) United States and Switzerland were leading the procession past of the Statue of Liberty.
(3) By this time, United States and Switzerland were already nation-states.

Question 31.
Describe the effects of the French Revolution.
Answer:
Following were the effects of the French Revolution :
(1) The sovereignty was transferred from monarchy to a body of French citizens.
(2) Now, the people had the right and power to constitute the nation and shape its destiny.
(3) There developed a notion of a united community enjoying equal rights under a Constitution.
(4) A centralised administrative system was established. Uniform laws were formulated for all citizens within the French territory.
(5) Internal custom duties and dues that hampered the flow of business were abolished and a uniform system of weights and measures was introduced.
(6) French became the common language of the nation. Local dialects were discouraged.
(7) The French nation declared its mission to liberate the people of Europe from despotism Le., help other peoples of Europe to become nations.

Question 32.
Why there was a need of economic liberalism or Economic nationalism in early nineteenth century Europe ?
Answer:
(1) There was a need of economic liberalism because liberalism stood for the freedom of the markets and the abolition of state imposed restrictions on the movement of goods andcapital.
(2) Economic liberalism was needed to abolish the tariff barriers.
(3) It was needed to create a unified economic territory for the free movement of goods, people and capital.
(4) During the nineteenth century this was a strong demand of the emerging middle classes.
(5) Economic liberalism was needed to the introduction of a system of weights and measures and own currency.