CHAPTER WISE

TOPIC WISE NOTES

Class X Social Science
AS PER LATEST CBSE CURRICULUM 2024-25

OPTIMAL STRATEGIES FOR ACHIEVING A

PERFECT SCORE OF 100/100 IN YOUR EXAMS

INCLUDES

DAILY PRACTICE PAPER

NCERT SOLUTIONS

PREVIOUS YEAR QUESTION PAPERS

NCERT EXEMPLARS

CHAPTER WISE MIND MAPS

www.educatoresreource.in
Page 1
Class 10th Social Science (History)

01 THE RISE OF NATIONALISM IN EUROPE

THE FRENCH REVOLUTION AND THE IDEA OF THE NATION

THE FRENCH REVOLUTION AND THE IDEA OF THE NATION

Introduction

The Dream of worldwide democratic and social republics

The French artist Frederic Sorrieu created a series of four prints starting in 1848 that represented a
future he envisaged as having "Democratic and Social Republics." It depicts men and women of
various ages from both Europe and America marching in a long train and paying respects to the
Statue of Liberty as they pass.

• The painting shows the peoples of Europe and America – men and women of all ages and
social classes marching in long chain and offering homage to the statue of Liberty.
• USA and Switzerland which were already nation states at that time leading the procession and
already passed the statue of liberty while many European nations such as Germany, Austria,
the Kingdom of the Two Sicilies, Lombardy, Poland, England, Ireland, Hungary, and Russia
were following them.
• The statue of liberty is a female figure who bears the torch of Enlightenment in one hand
and the Charter of the Rights of Man in the other.

Sorrieu’s Utopian vision

Utopian vision is such an idealistic vision of society that is unlikely to actually exist.

This painting is classified as a utopian vision because:

Page 1
Class 10th Social Science (History)

01 THE RISE OF NATIONALISM IN EUROPE

THE MAKING OF NATIONALISM IN EUROPE

THE MAKING OF NATIONALISM IN EUROPE

Habsburg Empire
• Habsburg empire ruled over Austria-Hungary. It was a patchwork of many different regions
and peoples.
• It included the Alpine regions - the Tyrol, Austria, and the Sudetenland - as well as Bohemia,
where the aristocracy was predominantly German speaking.
• It also included the Italian-speaking provinces of Lombardy and Venetia.
• In Hungary, half of the population spoke Magyar while the other half
spoke a variety of dialects.
• In Galicia, the aristocracy spoke Polish.
• Besides these three dominant groups, there also lived within the
boundaries of the empire, a mass of subject peasant peoples.

The Aristocracy and the New Middle Class

Aristocracy was Socially and Politically a dominant class on the continent.

Aristocratic class

• They were united by a common way of life that cut across regional divisions.
• They owned estates in the countryside and also townhouses.
• They spoke French for purposes of diplomacy and in high society.
• Their families were often connected by ties of marriage.
• This powerful aristocracy was, however, numerically a small group.
Page 1
Class 10th Social Science (History)

01 THE RISE OF NATIONALISM IN EUROPE

THE AGE OF REVOLUTIONS: 1830-1848

THE AGE OF REVOLUTIONS: 1830-1848

The Revolution started, led by the liberal nationalists belonging to the educated middle-class elite.
Among whom were professors, schoolteachers, clerks, and members of the commercial middle
classes.

July Revolution in France

Louis Philippe

When France sneezes, the rest of Europe catches cold. - Duke Metternich

• The bourbon kings who had been restored to power during the conservative reaction after
1815, were now overthrown by liberal revolutionaries.
• Installed a constitutional monarchy with Louis Philippe at its head.
• July revolution in France sparked an uprising in Brussels which led to Belgium breaking away
from the United Kingdom of the Netherlands.

Greek War of Independence

• This was an event that mobilised nationalist feelings among the educated elite across Europe.
• 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.
Page 1
Class 10th Social Science (History)

01 THE RISE OF NATIONALISM IN EUROPE

THE MAKING OF GERMANY AND ITALY

THE MAKING OF GERMANY AND ITALY

Germany- Can the Army be the Architect of a Nation?
The liberal middle class Germans 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.

Unification of Germany

After the failed attempt of liberals, 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.
• The new state placed a strong emphasis on modernising the currency,
banking, legal and judicial systems in Germany.
• Prussian measures and practices often became a model for the rest of
Germany.

Italy Unified
• During the middle of the nineteenth century, Italy was divided into seven states, of which only
one, Sardinia-Piedmont, was ruled by an Italian princely house.
• The north was under Austrian Habsburgs.
• The centre was ruled by the Pope.
• 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.

Contribution of Chief minister Cavour

• 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.
Page 1
Class 10th Social Science (History)

01 THE RISE OF NATIONALISM IN EUROPE

VISUALISING THE NATION

VISUALISING THE NATION

Allegory
Meaning

Artists in the eighteenth and nineteenth centuries found a way out by personifying a nation.

Nations were then portrayed as female figures. It sought to give the abstract idea of the nation a
concrete form. The female figure became an allegory of the nation.

Allegory of France

Marianne
Page 1
Class 10th Social Science (History)

01 THE RISE OF NATIONALISM IN EUROPE

NATIONALISM AND IMPERIALISM

NATIONALISM AND IMPERIALISM

By the last quarter of the nineteenth century nationalism no longer retained its idealistic liberal-
democratic sentiment. Nationalist groups became increasingly intolerant of each other and ever
ready to go to war. The major European powers, in turn, manipulated the nationalist aspirations of
the subject peoples in Europe to further their own imperialist aims.

Balkans

• A region of geographical and ethnic variation comprising modern-day Romania,

Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina,
Slovenia, Serbia, and Montenegro.
• Inhabitants were broadly known as the Slavs.

The Balkan area became most serious source of nationalist tension in

Europe after 1871. It was ruled by the Ottoman empire.

Ottoman empire
 PYQ
Rise of Nationalism in Europe

1.1 The French Revolution and the Idea of the Nation

MCQ
1. Which of the following revolutions is called as the first expression of 'Nationalism'?
(a) French Revolution

(b) Russian Revolution

(c) Glorious Revolution

(d) The Revolution of the liberals

(2020)

VSA (1 mark)

2. Examine the significance of the Statue of Liberty in Frédéric Sorrieu's paintings, 'The Dream of
Worldwide Democratic and Social Republics'.

(2020)

3. Which nation was identifiable in the revolutionary tricolour in Sorrieu's utopian vision? (AI 2019) R

4. What was the main aim of the French revolutionaries?

(Al 2015)

SA I (3 marks)

5. How had Napoleonic code exported to the regions under French control? Explain with examples.
(Delhi 2019)

6. What was the status of France as a state before 1789? Which two political and constitutional changes
came in the wake of the french Revolution.
(2015)

7. What were Jacobin Clubs? How did their activities and campaigns help to spread the idea of
nationalism abroad? Explain.
(Foreign 2014)
 LA (5 marks)
8. "The first clear expression of nationalism came with the 'French Revolution' in 1789." Examine the
statement.
(Al 2017)

9. Describe any four measures which were introduced by the French Revolutionaries to create a sense of
collective identity amongst the French people.
(Delhi 2017)

OR
Analyse the measures and practices introduced by the French revolutionaries to create a sense of
collective identity amongst the French people.

(Delhi 2016)

10. "Napoleon had 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." Analyse the
statement with arguments.
(Al 2016)
OR
Explain any five social and administrative reforms introduced by Napoleon in the regions under his
control.

(Delhi 2014)

1.2 The Making of Nationalism in Europe

MCQ

11. Which type of governments were mainly driven in Europe after the defeat of Napoleon in 1815?
(a) Conservative
(b) Liberal
(c) Federal
(d) Feudal
(Term-I, 2021-22)

12. Which one of the following group of countries collectively defeated Napoleon in 1815?
(a) Britain, Russia, Prussia and Austria

(b) Britain, Russia, Prussia and Australia

(c) Britain, Russia, Netherlands and Germany

 (d) Britain, Luxembourg, Germany and Italy

(Term-I, 2021-22)

13. What type of conservative regimes were set up in 1815 in Europe? Choose the appropriate answer
from the following:
(a) Autocratic
(b) Democratic
(c) Aristocratic
(d) Dictatorial
(Al 2014)

VSA (1 mark)
14. Interpret the concept of 'liberalisation' in the field of economic sphere during the nineteenth century
in Europe.
(Delhi 2019, Foreign 2016)

15. What was the main aim of revolutionaries of Europe during the years following 1815 ?
(2016)

16. What was the main aim of Treaty of Vienna 1815?

(2016)

17. What was the major change that occurred in the political and constitutional scenario due to French
Revolution in Europe?
(Delhi 2015)

18. What was the major issue taken up by the liberal nationalists?
(Foreign 2015)

SA I (3 marks)
19. Describe the major outcomes of the French Revolution of 1789.
(2021 C)

20. Ideas of national unity in early nineteenth century Europe were closely allied to the ideology of
liberalism. What did it mean for the middle class in France ? Explain.
(2020, 2019 C)

21. Who hosted 'Vienna Congress' in 1815? Analyse the main changes brought by the 'Vienna Treaty.
(Delhi 2017)
22. How did a wave of economic nationalism strengthen the wider nationalist sentiment growing in
Europe? Explain.
(2015, Foreign 2015)

23. Describe the events of French Revolution which had influenced the people belonging to other parts of
Europe.
(Delhi 2015)

24. How did the local people in the areas conquered by Napoleon react to French rule? Explain.
(Delhi 2014)

LA (5 marks)
25. What happened during the year following 1815 when the fear of repression drove many liberal
nationalists underground? Explain.
(2016)

26. Describe the impact of Napoleonic reforms on the rest of Europe.

(2015)

27. How had revolutionaries spread their ideas in many European States after 1815? Explain with
examples.
(Al 2014)

1.3 The Age of Revolutions:1830-1848

MCQ
28. Arrange the following in chronological order and choose the correct option:
(I) Napoleonic wars

(II) The Treaty of Vienna

(III) Greek Struggle for Independence

(IV) Slav Nationalism in Ottoman Empire

(a) III, II, I and IV

(b) I, II, III and IV
(c) IV, III, II and I
(d) IV, II, III and I

(2023)
29. Industrialisation began in which one of the following European countries in the second half of the
eighteenth century?
(a) Germany
(b) France
(c) Italy
(d) England
(Term-I, 2021-22)

30. In which one of the following countries did the first liberalist-nationalist upheaval take place in July
1830 ?
(a) France
(b) Germany
(c) England
(d) Italy
(Term-I, 2021-22)

31. Who among the following remarked "When France sneezes, the rest of Europe catches cold"?
(a) Lord Byron
(b) Metternich
(c) Johann Herder
(d) Napoleon
(Term-I, 2021-22, 2020)

32. Two statements are given below as Assertion (A) and Reason (R). Read the statements and choose
the most appropriate option.
Assertion (A) : After Russian occupation in Poland, the Russian language was imposed on its people.
Reason 𝑅 : The use of Polish soon came to be a symbol of struggle against Russian dominance.
(a) Both A and R are correct, and R is the correct explanation of the 𝐴.
(b) Both A and R are correct, but R is not the correct explanation of the 𝐴.
(c) A is correct, but R is incorrect.
(d) A is incorrect, but R is correct.
(Term-I, 2021-22)
33. Read the facts regarding the Revolution of the Liberals in Europe during 1848 and choose the correct
option:
I. Abdication of the monarch

II. Universal male suffrage had been proclaimed

III. Political Rights to women were given

IV. Freedom of the press had been asked for

 (a) Only I and II are correct.

(b) Only I, II and III are correct.

(c) Only I and IV are correct.

(d) only I, II and IV are correct.

(Term-I, 2021-22)

34. Two statements are given below as Assertion (A) and Reason (R). Read the statements and choose
the most appropriate option.
Assertion (A) : Weavers in Silesia had led a revolt against contractors in 1845.

Reason (R) : Contractors had drastically reduced their payments

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

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

(c) A is correct, but R is incorrect.

(d) A is incorrect, but R is correct.

(Term-I, 2021-22)

35. Which one of the following treaties recognised Greece as an independent nation?
(a) Treaty of Vienna

(b) Treaty of Constantinople

(c) Treaty of Versailles

(d) Treaty of St. Germain

(Foreign 2014)

VSA (1/2 mark)

36. Explain Romanticism as a cultural movement in Europe.
(2023)

37. Explain Frederic Sarrieu's dream in the context of democratic and social republics in France during
1848.
(2023)

38. What was the strong demand of the emerging middle classes in Europe during nineteenth century?
 (2016)

39. Name the Treaty of 1832 that recognised Greece as an independent nation.
(Delhi 2016)

40. What was the major issue taken up by the liberal nationalists?
(2015)

SA I (3 marks)
41. How did culture play an important role in creating the idea of the nation? Explain in the context of
European Romanticism of the nineteenth century.
(2020)

42. Describe any three economic hardships faced by Europe in the 1830s.
(Al 2017)

OR

"The decade of 1830 had brought great economic hardship in Europe". Support the statement with
arguments.

(Al 2016)

43. Why in the years after 1848 , the autocrats of central and Eastern Europe began to introduce the
changes that had already taken place in Western Europe before 1815 ? Explain.
(2016)

44. How had revolutionaries spread their ideas in many European States after 1815? Explain with
example.
(2016)

45. Define the term Romanticism. How did it facilitate the promotion of nationalist sentiment?
(2016)

46. "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." Elaborate upon the statement.
(2016)

OR

How did nationalism develop through culture in Europe? Explain.

(Al 2015)
47. Explain the conditions that were viewed as obstacles to the economic exchange and growth by the
new commercial classes during the nineteenth century in Europe.
(Al 2014)

LA (5 marks)
48. How did Greek war of independence mobilise nationalist feelings among the educated elite across
Europe? Explain.
(2020)

49. Explain any four ideas of Liberal Nationalists in the economic sphere.
(Delhi 2017)

50. "The idealistic liberal-democratic sentiment of nationalism in the first half of the nineteenth century
became a narrow creed with limited ends." Examine the statements.
(Foreign 2015)

1.4 The Making of Germany and Italy

MCQ
51. Which of the following is not a part of the 'United Kingdom of Great Britain'?
(a) England
(b) Poland
(c) Scotland
(d) Ireland
(Term-I, 2021-22 C)

52. Who among the following was the architect for the unification of Germany?
(a) Otto Von Bismarck
(b) William I
(c) Frederick III
(d) William II
(Term-I, 2021-22)
53. Who among the following had sought to put together a coherent programme for a unitary Italian
Republic during the 1830s?
(a) Victor Emmanuel I
(b) Victor Emmanuel II
(c) Giuseppe Mazzini
(d) Count Cavour

(Term-I, 2021-22)
54. Who among the following was proclaimed King of united Italy in 1861?
(a) Charles I
(b) Victor Emmanuel II
(c) Giuseppe Garibaldi
(d) Nero

(Term-I, 2021-22)

55. On which of the following modern aspects did the new Germany place a strong emphasis ?
I. Currency II. Banking

III. Legal system IV. Demography

(a) Only I and II are correct.

(b) Only II and III are correct.

(c) Only III and IV are correct.

(d) Only I, II and III are correct.

(Term-I, 2021-22)

56. Which one of the following Italian states was ruled by an Italian princely house?
(a) Papal State
(b) Lombardy
(c) Venetia
(d) Sardinia-Piedmont
(Term-I, 2021-22)

57. Identify the characteristics of Cavour among the following and choose the correct option:
I. He was an Italian statesman.

II. He spoke French much better than Italian.

III. He was a tactful diplomat.

IV. He belonged to a Royal family.

(a) Only I and II are correct.

(b) Only I, II and III are correct.

(c) Only II, III and IV are correct.

(d) Only I, II and IV are correct.

(Term-I, 2021-22)
58. Two statements are given below as Assertion (A) and Reason (R). Read the statements and choose
the most appropriate option.
Assertion (A): In Britain, the formation of the nation state was not result of a sudden upheaval.

Reason (R) : Ethnic groups of Britain extended its influence.

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

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

(c) A is correct, but R is incorrect.

(d) A is incorrect, but R is correct.

(Term-I, 2021-22)

59. Arrange the following events related to the formation of nation-state of Britain in chronological
order :
I. Act of Union between England and Scotland.

II. English Parliament seized power from Monarchy.

III. Ireland was forcibly incorporated into the United Kingdom.

IV. Catholic revolt against British dominance.

(a) III - I - II - IV

(b) I - II - III - IV

(c) IV - I - II - III

(d) II - I-IV-III

(2020)

60. Who among the following leaders formed a secret society called 'Young Italy'?
(a) Victor Emmanuel II

(b) Giuseppe Mazzini

(c) Count Cavour

(d) Giuseppe Garibaldi

(2020)
61. Why was Otto Von Bismarck considered as the chief architect of German unification? Choose the
correct option from the following :
(a) He allianced with Italy and France for the unification process.

(b) He granted autonomy to Prussia with Conservatives.

(c) He carried the nation-building process with the army and the bureaucracy.

(d) He carried Liberalist and Romantic scholars for cultural movement.

(2020)

62. Choose the correctly matched pair from the following:

(a) Otto von Bismarck - Germany

(b) Napoleon - Spain

(c) Giuseppe Garibaldi - France

(d) Bourbon Kings - Italy

(2020)

63. Which among the following was the main reason for the weavers to revolt against contractors in
Silesia, in 1845 ?
(a) Contractors reduced their payments drastically.

(b) They stopped the supply of raw materials to them.

(c) They refused to place orders for finished textiles.

(d) Condition of weavers was very pitiable.

(Delhi 2014)

VSA (1 mark)
64. Who was proclaimed as King of United Italy in 1861?
(2020)

65. Name the ruler of Prussia who rejected the German Constitution and joined other monarchs to oppose
elected assembly in 1848.
(2020)

66. Why was Otto Von Bismarck considered as the architect of the unified Germany?
(2019 C)
67. Who founded the secret society, 'Young Italy' during the 1830s?

(Delhi 2017)

68. Who was proclaimed German Emperor in a ceremony held at Versailles in January 1871?
(2016)

SA I (3 marks)
69. Describe the role of Otto von Bismarck in the making of Germany.
(2023, Al 2019)

70. Describe any three conditions that led to the formation of the British Nation State.
(Foreign 2017)

LA (5 marks)
71. Examine the 'Nation State Building' process in Germany after 1848.
(Foreign 2017)

72. Describe the process of unification of Germany.

(Delhi 2015)

73. Describe the process of Unification of Britain.

(2015)

1.5 Visualising the Nation

MCQ
74. Match the following attributes of allegory of Germania with its significance and choose the correct
option.
 SA I (3 marks)
75. How had the female figures become an allegory of the nation during nineteenth century in Europe?
Analyse.
(Delhi 2016)

1.6 Nationalism and Imperialism

LA (5 marks)
76. Describe the explosive conditions prevailing in Balkans after 1871 in Europe.
(2018)

77. Briefly trace the geographical and ethnic variations of Balkan region. Why did this region become
politically very explosive.
(2014)
Page 1
Class 10th Social Science (History)

01 THE RISE OF NATIONALISM IN EUROPE

INTRODUCTION

(Practice Sheet)
1 During Frederic Sorrieu's representation of "Democratic and Social Republics," which
countries were already established as nation-states?

A. Germany and Austria B. United States and Switzerland

C. England and Ireland D. Poland and Hungary

2 Which of the following was not a step taken during the French Revolution to promote a
sense of collective identity?

A. Introduction of a new flag B. Establishment of regional dialects

C. Adoption of uniform laws D. Composition of new hymns

3 What was the primary goal of the French Revolution in relation to Europe?

A. Spread of despotism B. Preservation of monarchies

C. Liberation of European peoples from D. Reinforcement of feudal systems

despotism
4 What was the primary impact of the Napoleonic Code?

A. Reinforcement of birth-based privileges B. Introduction of regional dialects

C. Abolition of serfdom and manorial dues D. Imposition of guild restrictions

5 How did initial reactions to French rule change over time in regions like Milan and
Warsaw?

A. Sustained enthusiasm B. Increased hostility

C. Heightened political freedom D. Reduced taxation

6 What were the primary features depicted in Frederic Sorrieu's series of prints representing
"Democratic and Social Republics" in the mid-19th century?

7 How did the French Revolution contribute to the idea of nationalism and collective identity?

8 What reforms did Napoleon introduce during his rule and what was the impact of the
Napoleonic Code?

9 Describe the initial reactions of local populations to French rule under Napoleon's
administration.

10 What did Frederic Sorrieu's painting of "Democratic and Social Republics" envision, and why
was it considered a utopian vision?
Page 1
Class 10th Social Science (History)

01 THE RISE OF NATIONALISM IN EUROPE

THE MAKING OF NATIONALISM IN EUROPE

(Practice Sheet)
1 What was the Habsburg Empire primarily known for?
A. Uniting European monarchies B. Ruling over diverse regions and peoples
C. Establishing trade alliances D. Promoting industrialization
2 Which language did the Habsburg aristocracy commonly use for diplomacy and high
society?
A. German B. Italian
C. French D. Hungarian
3 What did Liberal Nationalism emphasize?
A. Preservation of traditional institutions B. Individual freedom and equality before the
law
C. Autocratic rule D. Economic centralization
4 Which economic demand was made by the emerging middle class?
A. State-imposed trade barriers B. Removal of monarchy
C. Market freedom and unified economic D. Expansion of feudalism
territory
5 What was the primary intention behind the Treaty of Vienna in 1815?
A. To promote revolutionary ideologies B. To restore monarchies and establish a
conservative order
C. To create new trade routes D. To dissolve European borders
6 Describe the socio-political composition of the Habsburg Empire during the 19th century.
7 How did the aristocracy in the Habsburg Empire maintain their social and political
dominance?
8 What role did the new middle class play in the 19th-century due to the Industrial Revolution?
9 Define Liberal Nationalism and its principles during the 19th century.
10 What were the economic demands of the emerging middle class during the 19th century?
Page 1
Class 10th Social Science (History)

01 THE RISE OF NATIONALISM IN EUROPE

THE AGE OF REVOLUTIONS 1830-1848

(Practice Sheet)
1 Which English poet fought for the Greek War of Independence?
A. William Wordsworth B. Lord Byron
C. John Keats D. Percy Bysshe Shelley
2 What ideology emphasized emotions, intuition, and a shared cultural past as the basis of
a nation?
A. Realism B. Classicism
C. Romanticism D. Modernism
3 Which European nation was recognized as independent through the Treaty of
Constantinople in 1832?
A. Belgium B. Greece
C. Poland D. France
4 Who claimed that true German culture lay within the common people - das volk?
A. Johann Wolfgang von Goethe B. Friedrich Schiller
C. Johann Gottfried Herder D. Immanuel Kant
5 What socio-economic factors contributed to the popular revolts in the 1830s?
A. Industrialization and urbanization B. Economic prosperity and abundance
C. Stable agricultural practices D. Decrease in population
6 Describe the key factors that led to the July Revolution in France and its impact on Europe.
7 How did the Greek War of Independence mobilize nationalist sentiments across Europe?
8 Explain the role of Romanticism in fostering nationalist sentiments.
9 How did the use of local folklore and vernacular language contribute to nationalist
movements?
10 Discuss the socio-economic hardships that led to popular revolts in the 1830s.
Page 1
Class 10th Social Science (History)

01 THE RISE OF NATIONALISM IN EUROPE

THE MAKING OF GERMANY AND ITALY

(Practice Sheet)
1 What method did Otto von Bismarck primarily employ for German unification?
A. Diplomacy B. Military and bureaucracy
C. Armed volunteerism D. Economic alliances
2 Who played a crucial role in defeating Austrian forces during Italy's unification?
A. Garibaldi B. Cavour
C. Victor Emmanuel II D. Pope Pius IX
3 What characterized Britain's formation as a nation-state?
A. Sudden upheavals B. Revolution
C. Long-drawn-out process D. Military conquests
4 Which Act resulted in the formation of the United Kingdom of Great Britain?
A. Act of Confederation B. Act of Union (1707)
C. Act of Consolidation D. Act of Convergence
5 What was a primary identity of the people in the British Isles?
A. Regional identities B. Ethnic identities
C. Linguistic identities D. Occupational identities
6 What were the differing approaches to nation-building in Germany and Italy in the 19th
century?
7 What role did the Prussian army play in the unification of Germany?
8 How did Cavour contribute to the unification of Italy?
9 What were the key challenges faced during the unification of Italy?
10 Compare the methods used in German and Italian unifications.
Page 1
Class 10th Social Science (History)

01 THE RISE OF NATIONALISM IN EUROPE

VISUALISING THE NATION

(Practice Sheet)
1 Which nation used Marianne as its allegorical figure?
A. Germany B. France
C. Italy D. Spain
2 What did Marianne's red cap symbolize?
A. Heroism B. Unity
C. Liberty D. Independence
3 What did Germania's crown of oak leaves represent?
A. Unity B. Heroism
C. Peace D. Independence
4 Which centuries saw the use of allegorical figures to represent nations?
A. 16th and 17th B. 18th and 19th
C. 20th and 21st D. 14th and 15th
5 Where were statues of Marianne erected to remind the public of national unity?
A. Libraries B. Schools
C. Public squares D. Museums
6 Why did artists in the eighteenth and nineteenth centuries use allegory to depict nations?
7 What symbolism did Marianne embody for the nation of France?
8 How were Marianne and Germania utilized as national symbols?
9 What was the significance of portraying nations as female figures in art?
10 How did allegorical figures like Marianne and Germania influence public perception of
national identity?
Page 1
Class 10th Social Science (History)

01 THE RISE OF NATIONALISM IN EUROPE

NATIONALISM AND IMPERIALISM

(Practice Sheet)
1 Which region became a hotbed of nationalist tension in late 19th-century Europe?
A. Western Europe B. The Balkans
C. Scandinavia D. North Africa
2 Which empire ruled the Balkans before its breakup in the late 19th century?
A. British Empire B. Ottoman Empire
C. Roman Empire D. Habsburg Empire
3 The Balkan peoples based their claims for independence on:
A. Economic superiority B. Religious affiliations
C. Nationality and historical independence D. Imperialist support
4 Which major powers were involved in countering each other's influence in the Balkans?
A. Russia, Germany, France, Italy B. England, Spain, Ottoman Empire, Austria
C. Russia, Germany, England, Austro- D. Ottoman Empire, France, Italy, Austria
Hungary
5 The conflicts in the Balkans eventually led to:
A. The Renaissance B. The Enlightenment
C. The Industrial Revolution D. The First World War
6 How did nationalism evolve in the late 19th century, and what impact did it have on
European relations?
7 What role did the Balkans play in the rise of nationalist tensions in Europe during the late
1800s?
8 How did the breakup of the Ottoman Empire impact nationalist movements in the Balkans?
9 What were the motivations of Balkan states in their quest for independence, and how did
this impact their relationships with each other?
10 How did the rivalry among major European powers contribute to the conflicts in the Balkans?
 Chapter 1
The Rise of Nationalism in Europe
Write in Brief
NCERT TEXTBOOK SOLUTION

Q.1A Write a note:

Giuseppe Mazzini
Ans.: Giuseppe Mazzini

Giuseppe Mazzini was an Italian revolutionary, born in Geneva on June

22nd, 1807 in a middle class family. He was a patriot, political activist,
writer, founder of young Italy and played very important role in liberal
nationalism who strived to found a unified democratic republic of Italy.
1. He was one of the three revolutionaries who made a significant
contribution to Italian unification. 2. His efforts led to the unification of
Italy. 3. He believed in a single unified republic instead of being a
patchwork of small state kingdoms.4. In 1831, at the age of 24, he was
sent into exile for attempting a revolution in Liguria. 5. He founded
underground societies like Young Italy in Marseilles, and Young Europe
in Berne.
6. He was elected as a member of the Constituent Assembly and acquired
the responsibilities of framing a constitution for the Roman public.
Q.1B Write a note:
Count Camillo de Cavour
Ans.:
Count Camillo de Cavour

Count Camillo de Cavour, a political leader and an Italian statesman,

premier of the Kingdom of Sardini. He was born at Turin on the August
1, 1810. He was the active force behind King Victor Emmanuel II, he was
responsible more than any other man for the unification of Italy under the
house of Savoy. Of a noble Piedmontese family, he entered the army at
the age of 10 but came under suspicion for his liberal ideas and was forced
to resign in 1831. He then devoted himself to travel, agricultural
experimentation, and the study of politics. He was a significant figure in
the movement towards Italian unification and the founder of the original
Italian liberal party. Cavour was a liberal and had faith in free trade, public
right of opinion and secular rule. So on becoming the Prime Minister of
Piedmont –Sardinia on November 4, 1852 Cavour strengthened the
kingdom, reform taxation, stabilized the currency, and the improved the
railway system. In 1853, He supported the French and British in the
Crimean War with troops, in anticipation to enhance the prestige of
Piedmont-Sardinia. He engineered a tactful diplomatic alliance with
France which helped Sardinia piedmont in defeated Austrian force in
1859. Count Camillo de Cavour made considerable efforts of the creation
of modern Italian state. But unfortunately he died only three months after
the declaration of a united Italy on June 6, 1861.

Q.1C Write a note:

The Greek War of independence
Ans.: The Greek War of independence
It’s an event that mobilized nationalist feelings among the educated elite
across Europe. Greece had been part of the Ottoman Empire since the
fifteenth century. This was a successful war of independence waged by
Greek revolutionaries between 1821 and 1829 against the Ottoman
Empire. The growth of revolutionary nationalism in Europe sparked off a
struggle for independence amongst the Greeks. Nationalists in Greece got
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 civilization and mobilized
public opinion to support its struggle against a Muslim empire. The
English poet Lord Byron organized funds and later went to fight in the
war, where he died of fever in 1824. Finally, the Treaty of Constantinople
of 1832 recognized Greece as an independent nation.

Q.1D Write a note:

Frankfurt Parliament
Ans.: Frankfurt Parliament
In 1848, Germany was a divided country with different provinces like
Australia and Prussia. In February 1848, when a rebellion took place in
Paris King Louis Philippe was forced to ran away and joined other
monarchs to oppose the elected assembly. The German middle class
decided to vote for an all - German National Assembly and hence came
to Frankfurt. It was attended by 831 people. The parliament was convened
on 18th May 1848 in St. Paul church. Friedrich Wilhelm IV was elected
as the president but it turned out to be futile due to lack of experience of
the deputies. The assembly decided that the German nation would be a
monarchy controlled by Parliament. Instead of setting up a central power
in German people. However, the assembly continued its work and
completed a Constitution. The parliament faced strong opposition from
aristocracy and military. In the end monarchy and military combined
together with the aristocracy, they won over the liberal nationalist middle
class and the assembly was forced to disband. Frankfurt Parliament is
famous as a failure of liberalism and victory of the monarchy.

Q.1E Write a note:

The role of women in nationalist struggles.
Ans.: The role of women in nationalist struggles.

Women played a very important role in nationalist struggles all over the
world. They participated equally mostly in every movements. They faced
torture of police but still they stood by their male counterparts. A large
number of women participated actively in the political matters over the
year. Sometimes they led the movements also, formed many political
associations, founded newspapers and took part in political meetings and
demonstrations. The most famous example is the French revolution where
women participated equally as men. Liberty is personified as a women
and also liberal nationalism proposed the idea of universal suffrage,
leading to women’s active participation in nationalist movements in
Europe. So, on 18 May 1848, when the Constitution was drafted in the
Frankfurt Parliament the controversial issue of the extending political
rights to women was raised. Still women were deprived of suffrage during
the election of the assembly and they were admitted in the Frankfurt
Parliament Assembly only as spectators. But this did not diminish their
contribution to the national struggle. Delphine De Girardin, an educated
woman, criticized by saying that if servants doing the household work
were granted the right to vote then why not women who are mothers,
housewives managing everything at home. Women were given little or no
political rights, right to vote etc. till the end of 19th century.

Q.2 What steps did the French revolutionary take to create a sense of
collective identity among the French people?

Analyze the measures and practices introduced by the French

revolutionaries to create a sense of collective identity amongst the French
people.
Ans.: The first clear cut expression of the nationalism came in the French
with the French revolution 1789. To make the revolution a success it was
very important to install a sense of utility in every citizen.
To achieve it, various measures and practices were followed –
(i) The idea of la patrie (the fatherland) and le citoyen (the citizen)
emphasized the nation of the united community enjoying the equal rights
under a Constitution. A new French Flag, the tricolour, was chosen to
replace the farmer royal standard.
(ii) The Estates General was elected by the body of active citizens and
new hymns were composed, oaths taken and martyrs commemorated, all
in the name of the nation.
(iii) They established a centralized administrative system, which
formulated uniform laws for all citizens. Internal custom duties and dues
were abolished and a uniform system of weights and measures was
adopted.
(iv) French language was promoted above all the regional languages.

Q.3 Who were Marianne and Germania? What was the importance of the
way in which they are portrayed?

Ans.: In old times the best way to invite people’s attention was to present
an idea through symbolic personifications. Form 1789 females appeared
in paintings as symbol of liberty and revolution. Marianne is a national
symbol of the French Republic, a personification of liberty and reason,
and a portrayal of the Goddess of Liberty. She was the female figure
invented by artist in the nineteenth century to present the French nation.
Her profile stands out on the official government logo of the country, is
engraved on French euro coins and appears on French postage stamps; it
also was featured on the former French currency. Her characteristics were
drawn from those of Liberty and the republic – the red cap, the tricolor,
the cockade. Statues of Marianne were erected in public places to remind
the public of the national symbol of unity and to persuade them to identity
with it. Marianne images were marked on coins and stamps.
Similarly, Germania becomes the symbol of the German nation. This
work was done by the artist Philip Veit. He depicted Germania as a female
figure standing against a background where beams of sunlight shone
through the tricolor fabric of the national flag. Germania was a crown of
oak leaves, as the German oak stands for heroism. It was hung from the
ceiling of St Paul's Church, where the Frankfurt parliament was convened,
to symbolize the liberal revolution.

Q.4 Briefly trace the process of German Unification.

Ans.: The Frankfurt parliament was the first step of German unification
but this initiative of nation building was repressed by the monarchy and
big landlords of Prussia. German unification was a long and complicated
process. In the beginning of the 19th century, German was not a unified
country. It was a collection of 39 autocratic states, ruled by only wealthy
and powerful once. It was a difficult affair to unite Germany. The credit
of unifying Germany goes to Bismark as He fought three wars to unified
Germany.

(i) Danish- Prussian War in 1864: In beginning many European royals

were independently having undersized territories dived by different laws,
custom, and languages. When the Danish King Friedrich VII died in
1864.The Danish War helped Bismark strengthen his internal position in
Prussia. Without much effort, Prussia defeated Danish.
(ii) Austro- Prussian War in 1866: In 1864 Bismark constructed an
alliance with Austria to fight with Denmark. After the defeat Prussia
received Schleswig and Austria administered the Holstein. But this
situation could not stand for long and relations between Australia and
Prussia worsened over the control of Schleswig-Holstein. As the real
concern was to emerge as the dominant force in German, Bismark
provoked war with the Austrians to gain supremacy in Germany. He
tactfully secured Italian support and French neutrality. Prussian troops
occupied Holstein the Seven Weeks War (1866), Austria was totally
crushed by Prussian forces at the battle of Sadowa, and was completely
removed from any involvement in German affairs. An extraordinary
lenient treaty, the Treaty of Prague was signed to expel Austria from the
German Confederation so that Austria did not remain an enemy of Prussia.
Prussia was now able to dominate the other German states without fear of
Austria intervention.
(iii) Franco-Prussian War in 1870-71: With Austria out of the Bismark’s
way and to complete German unification process Bismark now had only
one hurdle, and that was France. The southern provinces doubted
Prussia’s commitment to unite the Germany of all provinces. Prussia’s
Protestantism and historic militarism made the gulf between north and
south quite serious. Therefore Bismark turned raelpolitik to unite the
Germanic provinces by constructing a war against the common enemy. In
1870, Bismark forged a note from French ambassador implying that the
ambassador had insulted the Prussian king. He also suggested a German
candidate’s name for the vacant Spanish throne. the hidden aim behind
this move was to provoke the people of France & Prussia and make the
French emperor Napolean III angry and declare war on Prussia and the
North German Confederation. Prussia was completely victorious over
France at the battle of Sedan in 1870 and gained control over Alsace-
Lorraine.
For unification Bismark followed ‘Blood and Iron’ policy. Thus, the long
planned journey of German unification was completed in 1871.

Q.5 What changes did Napolean introduce to make the administrative

system more efficient in the territories ruled by him?
Ans.: Though Napolean Bonaparte was a dictator and was against
democracy but he took certain measures to smoothly and proficiently run
the administrative system. He
(i) Simple Administration: Napolean initiated reform drive in the French
legal system because the old feudal and royal laws were very confusing
and conflicting to the people. He simplified the administrative divisions
of France.
(ii) The Napolean Code of 1804: the main concern of the code was related
to property, colonial affairs, the family, and individual rights. It was a
major step in establishing the rule of law. This Code was exported to the
regions under French control.
(iii) Abolishment of privileges: The privileges on the bases of birth, and
feudalism systems were abolished, and freed the peasantry from serfdom
and manorial dues. The quality before the law was established and the
right to the property was secured.
(iv) Infrastructural improvement: Transportation facilities and
communication systems were improved.
(v) Uniform laws: uniform laws were adopted for all whether it’s a
businessman or a small – scale producer of goods – all began to realize
that uniform laws, standardized weights and measures, and a common
national currency would facilities the movement and exchange of, goods
and capital from one region to another.

Discuss
Q.1 Explain what is meant by the 1848 revolutions of liberals. What were
the political, social and economic ideas supported by the liberals?
Ans.: The word ‘Liberal’ is derived from the Latin ‘liber’ that means
‘free’. So 1848 revolution meant the revolution led by the educated middle
classes alongside the revolts of the poor, unemployed peasant and workers
of Europe. Liberalism emphasizes on absolute and unrestrained freedom
of thoughts, religion, conscience, creed, speech, press, and politics.
Liberals believed that government is necessary to protect individuals from
being harmed by others, not to pose a threat to liberty.
In the nineteenth century, a series of republican revolts started against
European monarchies. In countries like France, unemployment and
shortage of food, triggered the movements on a large scale. In other parts
of Europe, men and women of the liberal middle class, came together to
raise their voice for the creation of nation-states based on parliamentary
principles and frankfurt parliament is the example of revolution of
liberals.
In the economic field
(i) Interference of state in the economic life: Liberal in the 19th century
urged to end the interference of the state in the economic life of society.

(ii) Freedom of markets: They fought for the freedom of markets and
abolition of state-imposed restrictions on the movement of goods and
capital.
(iii) Unification: In 1834, a Custom union or Zollverein was formed at the
initiative of Prussia and joined by most of the German states.
(iv) The union abolished tariff barriers and reduced the number of
currencies from thirty to two.
(v) Infrastructural Improvement: The construction of a network of
railways stirred economic growth and economic nationalism which
eventually strengthened nationalism.
In the political field
(i) The main aim was to establish freedom for the individual and equality
of all before the law and government should be formed with the consent
of people.
(ii) it was against the class-based partiality and birthrights.
(iii) It opposed autocracy and clerical privileges and favoured a
Constitution with national unification and representative government
through Parliament.
(iv) The Napolean Code was related to property, colonial affairs,
individual rights and reduced women’s role.
(v) Women were considered as the subject to the authority of fathers and
husbands. This led to the rise of movement by women and non-propertied
men demanding equal political rights.

Q.2 Choose three examples to show the contribution of culture to the

growth of the nationalism in Europe.
Or
How did Romanticism seek to develop a particular form of nationalism
sentiments during 18th century? Explain.
Or
How did culture play an important role in creating the idea of the ‘nation’
in Europe?
Or
“Culture played an important role in creating the idea of the nation in
Europe during 18th and 19th centuries.” Support the statement with the
example.
Ans.: Three examples to show the contribution of culture to the growth of
nationalism in Europe were:
(i) Romanticism was a European cultural movement aimed at developing
national unity by creating a sense of shared heritage and common history.
The Romantic artists' emphasis on emotions, intuition and mystical
feelings gave shape and expression to nationalist sentiments. The strength
of art in promoting nationalism is well exemplified in the role played by
European poets and artists in mobilizing public opinion to support the
Greeks in their struggle to establish their national identity.
(ii) Folk songs, dances and poetry contributed to popularizing the spirit of
nationalism and patriotic favor in Europe. Being a part of the lives of the
common people, folk culture enabled nationalists to carry the message of
nationalism to a large and diverse audience.
Collecting and recording the different forms of folk culture was important
for building a national consciousness.(iii) Language also played a
distinctive role in developing nationalist feelings in Europe. The emphasis
on the use of vernacular language, the language of the masses, helped
spread the message of national unity. During Russian occupation period,
Polish language was forced out of schools and Russian language was
imposed everywhere. Following the defeat of an armed rebellion against
Russian rule in 1831, many members of the clergy in Poland began using
language as a weapon of national resistance. They did so by refusing to
preach in Russian, and by using Polish for Church gatherings and
religious instruction.

Q.3 Through a focus on any three countries, explain how nations

developed over the nineteenth century.
Ans.: (1) Germany:
The Frankfurt parliament was the first step of German unification but this
initiative of nation building was repressed by the monarchy and big
landlords of Prussia. German unification was a long and complicated
process. In the beginning of the 19th century, German was not a unified
country. It was a collection of 39 autocratic states, ruled by only wealthy
and powerful once. It was a difficult affair to unite Germany. The credit
of unifying Germany goes to Bismark as He fought three wars to unified
Germany.

(i) Danish- Prussian War in 1864: In beginning many European royals

were independently having undersized territories dived by different laws,
custom, and languages. When the Danish King Friedrich VII died in
1864.The Danish War helped Bismark strengthen his internal position in
Prussia. Without much effort, Prussia defeated Danish.

(ii) Austro- Prussian War in 1866: In 1864 Bismark constructed an

alliance with Austria to fight with Denmark. After the defeat Prussia
received Schleswig and Austria administered the Holstein. But this
situation could not stand for long and relations between Australia and
Prussia worsened over the control of Schleswig-Holstein. Prussian troops
occupied Holstein the Seven Weeks War (1866), Austria was totally
crushed by Prussian forces at the battle of Sadowa, and was completely
removed from any involvement in German affairs. An extraordinary
lenient treaty, the Treaty of Prague was signed to expel Austria from the
German Confederation so that Austria did not remain an enemy of Prussia.
Prussia was now able to dominate the other German states without fear of
Austria intervention.

(iii) Franco-Prussian War in 1870-71: With Austria out of the Bismark’s

way and to complete German unification process Bismark now had only
one hurdle, and that was France. The southern provinces doubted
Prussia’s commitment to unite the Germany of all provinces. Prussia’s
Protestantism and historic militarism made the gulf between north and
south quite serious. Therefore Bismark turned raelpolitik to unite the
Germanic provinces by constructing a war against the common enemy.
Prussia was completely victorious over France at the battle of Sedan in
1870 and gained control over Alsace-Lorraine.
For unification Bismark followed ‘Blood and Iron’ policy. Thus, the long
planned journey of German unification was completed in 1871.

(2) Greek
The Greek War of independence
It’s an event that mobilized nationalist feelings among the educated elite
across Europe. Greece had been part of the Ottoman Empire since the
fifteenth century. This was a successful war of independence waged by
Greek revolutionaries between 1821 and 1829 against the Ottoman
Empire. The growth of revolutionary nationalism in Europe sparked off a
struggle for independence amongst the Greeks. Nationalists in Greece got
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 civilization and mobilized
public opinion to support its struggle against a Muslim empire. The
English poet Lord Byron organized funds and later went to fight in the
war, where he died of fever in 1824. Finally, the Treaty of Constantinople
of 1832 recognized Greece as an independent nation.
(3) Italy:
For unification of Italy Giuseppe Mazzini and Count Camillo de Cavour
played very important role. They both helped in the development of the
nation.
Giuseppe Mazzini was an Italian revolutionary, born in Geneva on June
22nd, 1807 in a middle class family. He was a patriot, political activist,
writer, founder of young Italy and played very important role in liberal
nationalism who strived to found a unified democratic republic of Italy.
He was one of the three revolutionaries who made a significant
contribution in Italian unification. His efforts led to the unification of
Italy. He believed in single unified republic instead of being a patchwork
of small state kingdoms so in 1830, he joined the revolutionary Carbonari
(a Young Italy), whose basic principle was the union of the several states
and kingdoms into one republic. In 1831, at the age of 24 he was sent into
exile for attempting a revolution in Liguria. He founded underground
societies like Young Italy in Marseilles, and Young Europe in Berne. To
evoke people’s reaction Mazzini wrote several essays that voiced the
injustice to the working class such as the peasants, professionals, artist,
and intellectuals. He was elected as a member of Constituent Assembly
and acquired the responsibilities of framing a constitution for the roman
public.
Count Camillo de Cavour, a political leader and an Italian statesman,
premier of the Kingdom of Sardini. He was born at Turin on the August
1, 1810. He was the active force behind King Victor Emmanuel II, he was
responsible more than any other man for the unification of Italy under the
house of Savoy. Of a noble Piedmontese family, he entered the army at
the age of 10 but came under suspicion for his liberal ideas and was forced
to resign in 1831. He then devoted himself to travel, agricultural
experimentation, and the study of politics. He was a significant figure in
the movement towards Italian unification and the founder of the original
Italian liberal party. Cavour was a liberal and had faith in free trade, public
right of opinion and secular rule. So on becoming the Prime Minister of
Piedmont –Sardinia on November 4, 1852 Cavour strengthened the
kingdom, reform taxation, stabilized the currency, and the improved the
railway system. In 1853, He supported the French and British in the
Crimean War with troops, in anticipation to enhance the prestige of
Piedmont-Sardinia. He engineered a tactful diplomatic alliance with
France which helped Sardinia piedmont in defeated Austrian force in
1859. Count Camillo de Cavour made considerable efforts of the creation
of modern Italian state. But unfortunately he died only three months after
the declaration of a united Italy on June 6, 1861.

Q.4 How was the history of nationalism in Britain unlike the rest of
Europe?
Ans.: Nationalism in Europe developed after the powerful revolutions,
wars and military campaigns.
But Britain was exception as there were no wars for nationalism actually
before the eighteenth century there was no British nation. The people of
different identities lived in the British and were called ethnic ones. The
ethnic group comprised English, Welsh, Scot or Irish. These groups had
their own culture and political traditions. But slowly and steadily English
nation grew in power and extended its influence over the other nations of
the island.
In 1707 England united with the Scotland and started to dominant the
nation. After Scotland English people united with Irish and resulted in the
formation of the ‘United Kingdom of Great Britain’ without any war or
bloodshed.
This gave power to the England to impose its influence on other ethnic
peoples. This led to the demolition of Scotland’s distinctive culture and
political institutions. 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 condition of Ireland was not different from Scotland. The country was
divided between Catholics and Protestants. The English helped the
Protestants of Ireland to establish their supremacy over Catholics.
Catholics revolted but were soon suppressed and Ireland was forcibly
included into the United Kingdom in 1801. This amalgamation led to the
growth of new, powerful nation ‘British nation’. The symbols of the new
Britain like the British flag (Union Jack, the national anthem (God Save
Our Noble King), the English language were actively promoted. In the
light of the above, we can say that the history of nationalism in Britain
was completely unlike that of the rest of Europe.

Q.5 Why did nationalist tensions emerge in the Balkans?

Ans.: The nationalist tensions emerge in the Balkans because of these
reasons:
(i) Geographically and ethically diverse region : The Balkans consisted of
regions of modern day Romania , Bulgaria , Albania , Greece ,
Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and
Montenegro and their inhabitants were broadly known as Slavs was
geographically and ethically diverse region compare to modern day.

(ii) When the ottoman Empire collapsed, It initiated nationalism in the

Balkans states. Soon the feeling of nationalism spread and the situation
became very unstable. The ottoman Empire tried to control the situation
by strengthening itself through modernization and internal reforms but
fails to do it.

(iii) Gradually, its European nations got separated and fought for
independence and political rights.

(iv) In the race to expand their territories and to impose their supremacy
on each other, Slavic nationalities quickly got into severe clashes. As a
result, the Balkan area became an area of intense conflict.
(v) During this period there was intense rivalry among the European
powers over trade and colonies as well as naval and military might.

(vi) These rivalries were very evident in the way the Balkan problem
unfolded. Each power –Russia, Germany, England, Austria, Hungary was
keen on countering the hold of other powers over the Balkans, and
extending its own control over the area. This led to continued series of
wars in the region and finally, the First World war broke out in 1914.
Page 1
Class 10th Social Science (History)

01 THE RISE OF NATIONALISM IN EUROPE

MIND MAP
CLICK TO DOWNLOAD MORE CHAPTER
Dear Teachers and Students,

Join School of Educators' exclusive WhatsApp, Telegram, and Signal groups for FREE access
to a vast range of educational resources designed to help you achieve 100/100 in exams!
Separate groups for teachers and students are available, packed with valuable content to
boost your performance.

Additionally, benefit from expert tips, practical advice, and study hacks designed to enhance
performance in both CBSE exams and competitive entrance tests.

Don’t miss out—join today and take the first step toward academic excellence!

Join the Teachers and Students

Group by Clicking the Link Below
JOIN OUR
WHATSAPP
GROUPS
FOR FREE EDUCATIONAL
RESOURCES
JOIN SCHOOL OF EDUCATORS WHATSAPP GROUPS
FOR FREE EDUCATIONAL RESOURCES
We are thrilled to introduce the School of Educators WhatsApp Group, a
platform designed exclusively for educators to enhance your teaching & Learning
experience and learning outcomes. Here are some of the key benefits you can
expect from joining our group:

BENEFITS OF SOE WHATSAPP GROUPS

Abundance of Content: Members gain access to an extensive repository of

educational materials tailored to their class level. This includes various formats such
as PDFs, Word files, PowerPoint presentations, lesson plans, worksheets, practical
tips, viva questions, reference books, smart content, curriculum details, syllabus,
marking schemes, exam patterns, and blueprints. This rich assortment of resources
enhances teaching and learning experiences.

Immediate Doubt Resolution: The group facilitates quick clarification of doubts.

Members can seek assistance by sending messages, and experts promptly respond
to queries. This real-time interaction fosters a supportive learning environment
where educators and students can exchange knowledge and address concerns
effectively.

Access to Previous Years' Question Papers and Topper Answers: The group
provides access to previous years' question papers (PYQ) and exemplary answer
scripts of toppers. This resource is invaluable for exam preparation, allowing
individuals to familiarize themselves with the exam format, gain insights into scoring
techniques, and enhance their performance in assessments.
 Free and Unlimited Resources: Members enjoy the benefit of accessing an array of
educational resources without any cost restrictions. Whether its study materials,
teaching aids, or assessment tools, the group offers an abundance of resources
tailored to individual needs. This accessibility ensures that educators and students
have ample support in their academic endeavors without financial constraints.

Instant Access to Educational Content: SOE WhatsApp groups are a platform where
teachers can access a wide range of educational content instantly. This includes study
materials, notes, sample papers, reference materials, and relevant links shared by
group members and moderators.

Timely Updates and Reminders: SOE WhatsApp groups serve as a source of timely
updates and reminders about important dates, exam schedules, syllabus changes, and
academic events. Teachers can stay informed and well-prepared for upcoming
assessments and activities.

Interactive Learning Environment: Teachers can engage in discussions, ask questions,

and seek clarifications within the group, creating an interactive learning environment.
This fosters collaboration, peer learning, and knowledge sharing among group
members, enhancing understanding and retention of concepts.

Access to Expert Guidance: SOE WhatsApp groups are moderated by subject matter
experts, teachers, or experienced educators can benefit from their guidance,
expertise, and insights on various academic topics, exam strategies, and study
techniques.

Join the School of Educators WhatsApp Group today and unlock a world of resources,
support, and collaboration to take your teaching to new heights. To join, simply click
on the group links provided below or send a message to +91-95208-77777 expressing
your interest.

Together, let's empower ourselves & Our Students and

inspire the next generation of learners.

Best Regards,
Team
School of Educators
 Join School of Educators WhatsApp Groups

You will get Pre- Board Papers PDF, Word file, PPT, Lesson Plan, Worksheet, practical
tips and Viva questions, reference books, smart content, curriculum, syllabus,
marking scheme, toppers answer scripts, revised exam pattern, revised syllabus,
Blue Print etc. here . Join Your Subject / Class WhatsApp Group.

Kindergarten to Class XII (For Teachers Only)

Class 1 Class 2 Class 3

Class 4 Class 5 Class 6

Class 7 Class 8 Class 9

Class 10 Class 11 (Science) Class 11 (Humanities)

Class 11 (Commerce) Class 12 (Science) Class 12 (Humanities)

Class 12 (Commerce) Kindergarten

Subject Wise Secondary and Senior Secondary Groups
(IX & X For Teachers Only)
Secondary Groups (IX & X)

SST Mathematics Science

English Hindi-A IT Code-402

Hindi-B Artificial Intelligence

Senior Secondary Groups (XI & XII For Teachers Only)

Physics Chemistry English

Mathematics Biology Accountancy

Economics BST History

 Geography Sociology Hindi Elective

Hindi Core Home Science Sanskrit

Psychology Political Science Painting

Vocal Music Comp. Science IP

Physical Education APP. Mathematics Legal Studies

Entrepreneurship French IT

Artificial Intelligence

Other Important Groups (For Teachers & Principal’s)

Principal’s Group Teachers Jobs IIT/NEET

 Join School of Educators WhatsApp Groups

You will get Pre- Board Papers PDF, Word file, PPT, Lesson Plan, Worksheet, practical
tips and Viva questions, reference books, smart content, curriculum, syllabus,
marking scheme, toppers answer scripts, revised exam pattern, revised syllabus,
Blue Print etc. here . Join Your Subject / Class WhatsApp Group.

Kindergarten to Class XII (For Students Only)

Class 1 Class 2 Class 3

Class 4 Class 5 Class 6

Class 7 Class 8 Class 9

Class 10 Class 11 (Science) Class 11 (Humanities)

Class 11 (Commerce) Class 12 (Science) Class 12 (Humanities)

Class 12 (Commerce) Artificial Intelligence

(VI TO VIII)
Subject Wise Secondary and Senior Secondary Groups
(IX & X For Students Only)
Secondary Groups (IX & X)

SST Mathematics Science

English Hindi IT Code

Artificial Intelligence

Senior Secondary Groups (XI & XII For Students Only)

Physics Chemistry English

Mathematics Biology Accountancy

Economics BST History

 Geography Sociology Hindi Elective

Hindi Core Home Science Sanskrit

Psychology Political Science Painting

Music Comp. Science IP

Physical Education APP. Mathematics Legal Studies

Entrepreneurship French IT

AI IIT/NEET CUET
Groups Rules & Regulations:
To maximize the benefits of these WhatsApp groups, follow these guidelines:

1. Share your valuable resources with the group.

2. Help your fellow educators by answering their queries.
3. Watch and engage with shared videos in the group.
4. Distribute WhatsApp group resources among your students.
5. Encourage your colleagues to join these groups.

Additional notes:
1. Avoid posting messages between 9 PM and 7 AM.
2. After sharing resources with students, consider deleting outdated data if necessary.
3. It's a NO Nuisance groups, single nuisance and you will be removed.
No introductions.
No greetings or wish messages.
No personal chats or messages.
No spam. Or voice calls
Share and seek learning resources only.

Please only share and request learning resources. For assistance,

contact the helpline via WhatsApp: +91-95208-77777.
 Join Premium WhatsApp Groups
Ultimate Educational Resources!!

Join our premium groups and just Rs. 1000 and gain access to all our exclusive
materials for the entire academic year. Whether you're a student in Class IX, X, XI, or
XII, or a teacher for these grades, Artham Resources provides the ultimate tools to
enhance learning. Pay now to delve into a world of premium educational content!

Click here for more details

Class 9 Class 10 Class 11

Class 12

📣 Don't Miss Out! Elevate your academic journey with top-notch study materials and secure
your path to top scores! Revolutionize your study routine and reach your academic goals with
our comprehensive resources. Join now and set yourself up for success! 📚🌟

Best Wishes,

Team
School of Educators & Artham Resources
 SKILL MODULES BEING OFFERED IN
MIDDLE SCHOOL

Artificial Intelligence Beauty & Wellness Design Thinking & Financial Literacy
Innovation

Handicrafts Information Technology Marketing/Commercial Mass Media - Being Media

Application Literate

Data Science (Class VIII Augmented Reality /

Travel & Tourism Coding
only) Virtual Reality

Digital Citizenship Life Cycle of Medicine & Things you should know What to do when Doctor
Vaccine about keeping Medicines is not around
at home

Humanity & Covid-19 Blue Pottery Pottery Block Printing

 Food Food Preservation Baking Herbal Heritage

Khadi Mask Making Mass Media Making of a Graphic

Novel

Kashmiri Embroidery Satellites

Rockets
Embroidery

Application of Photography
Satellites
SKILL SUBJECTS AT SECONDARY LEVEL (CLASSES IX – X)

Retail Information Technology Automotive

Security

Introduction To Financial Introduction To Tourism Beauty & Wellness Agriculture

Markets

Food Production Front Office Operations Banking & Insurance Marketing & Sales

Health Care Apparel Multi Media Multi Skill Foundation

Course

Artificial Intelligence
Physical Activity Trainer Electronics & Hardware
Data Science
(NEW)

Foundation Skills For Sciences Design Thinking & Innovation (NEW)

(Pharmaceutical & Biotechnology)(NEW)
 SKILL SUBJECTS AT SR. SEC. LEVEL
(CLASSES XI – XII)

Retail InformationTechnology Web Application Automotive

Financial Markets Management Tourism Beauty & Wellness Agriculture

Food Production Front Office Operations Banking Marketing

Health Care Insurance Horticulture Typography & Comp.

Application

Geospatial Technology Electrical Technology Electronic Technology Multi-Media

 Taxation Cost Accounting Office Procedures & Shorthand (English)
Practices

Shorthand (Hindi) Air-Conditioning & Medical Diagnostics Textile Design

Refrigeration

Salesmanship Business Food Nutrition &

Design
Administration Dietetics

Mass Media Studies Library & Information Fashion Studies Applied Mathematics
Science

Yoga Early Childhood Care & Artificial Intelligence Data Science

Education

Physical Activity Land Transportation Electronics & Design Thinking &

Trainer(new) Associate (NEW) Hardware (NEW) Innovation (NEW)
 Join School of Educators Signal Groups

You will get Pre- Board Papers PDF, Word file, PPT, Lesson Plan, Worksheet, practical
tips and Viva questions, reference books, smart content, curriculum, syllabus,
marking scheme, toppers answer scripts, revised exam pattern, revised syllabus,
Blue Print etc. here . Join Your Subject / Class signal Group.

Kindergarten to Class XII

Class 2 Class 3
Class 1

Class 5 Class 6
Class 4

Class 7 Class 8 Class 9

Class 10 Class 11 (Science) Class 11 (Humanities)

Class 11 (Commerce) Class 12 (Science) Class 12 (Humanities)

Class 12 (Commerce) Kindergarten Artifical intelligence

 Subject Wise Secondary and Senior Secondary
Groups IX & X

Secondary Groups (IX & X)

SST Mathematics Science

Hindi-B
English Hindi-A

IT Artifical intelligence
IT Code-402

Senior Secondary Groups XI & XII

Physics Chemistry English

Biology Accountancy
Mathematics

BST History
Economics
 Geography Sociology Hindi Elective

Hindi Core Home Science Sanskrit

Psychology Political Science Painting

IP
Vocal Music Comp. Science

Physical Education APP. Mathematics Legal Studies

IIT/NEET
Entrepreneurship French

Artifical intelligence CUET

 Join School of Educators CBSE Telegram Groups

Kindergarten

All classes Class 1 Class 2

Class 3 Class 4 Class 5

Class 6 Class 7 Class 8

Class 9 Class 10 Class 11 (Sci)

Class 11 (Com) Class 11 (Hum) Class 12 (Sci)

Class 12 (Com) Class 12 (Hum) JEE/NEET

CUET NDA, OLYMPIAD, NTSE Principal Professional Group

Teachers Professional Group Project File Group

Join School of Educators ICSE Telegram Groups

Kindergarten Class 1 Class 2

Class 3 Class 4 Class 5

Class 6 Class 7 Class 8

Class 9 Class 10 Class 11 (Sci)

Class 11 (Com) Class 11 (Hum) Class 12 (Sci)

Class 12 (Com) Class 12 (Hum)

www.educatoresreource.in