case study based questions of nationalism in europe class 10

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The Rise of Nationalism in Europe Case-Based Extract Questions Class 10 History

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Case study-based extract questions on the chapter ‘The Rise of Nationalism’ are given here for students to practise such questions. Questions are a combination of MCQs and subjective questions as per the latest syllabus 2022-23.

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Q.1. Read the extract and answer the questions given below.

How were liberty and equality for women to be defined?

The liberal politician Carl Welcker, an elected member of the Frankfurt Parliament, expressed the following views:

‘Nature has created men and women to carry out different functions … Man, the stronger, the bolder and freer of the two, has been designated as protector of the family, its provider, meant for public tasks in the domain of law, production, defence. Woman, the weaker, dependent and timid, requires the protection of man. Her sphere is the home, the care of the children, the nurturing of the family … Do we require any further proof that given such differences, equality between the sexes would only endanger harmony and destroy the dignity of the family?’

Louise Otto-Peters (1819–95) was a political activist who founded a women’s journal and subsequently a feminist political association. The first issue of her newspaper (21 April 1849) carried the following editorial:

‘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 all too easily

respond with a “Yes!”, though their untiring efforts are intended for the benefit of only one half of humanity – men. But Liberty is indivisible! Free men therefore must not tolerate to be surrounded by the unfree …’

An anonymous reader of the same newspaper sent the following letter to the editor on 25 June 1850:

‘It is indeed ridiculous and unreasonable to deny women political rights even though they enjoy the right to property which they make use of. They perform functions and assume responsibilities without however getting the

benefits that accrue to men for the same … Why this injustice? Is it not a disgrace that even the stupidest cattle-herder possesses the right to vote, simply because he is a man, whereas highly talented women owning considerable property are excluded from this right, even though they contribute so much to the maintenance of the state?’ ( NCERT Textbook Page 17 )

1. ‘A cattle herder possessed the right to vote, simply because he is a man, whereas highly talented women owning considerable property are excluded from this right.’ What type of bias does this reflects?

Gender stereotype
Racial stereotype
Gender discrimination
Gender prejudice

2. Identify the reason liberal politician Carl Welcker believes that women require protection of man?

They lack political rights.
They have to look after the house.
They have no property right.
They are frail and dependent.

3. How does gender equality help in ensuring the dignity of women? Select the appropriate option.

It empowers women.
It helps women to carry out different functions.
It promotes harmony in the family.
It makes women dependent on the family.

1. Gender discrimination

Women were discriminated against. They were denied political rights even though they had the right to property. A cattle herder had the right to vote solely because he was a man while more learned women were denied this right.

2. They are frail and dependent.

The liberal politician Carl Welcker said that woman is weaker than man and needs the protection of man.

3. It empowers women.

Gender equality empowers women. It makes them independent and gives them power and control over their own lives inside and outside their homes.

Q.2. Read the extract and answer the questions given below.

Socially and politically, a landed aristocracy was the dominant class on the continent. The members of this class were united by a common way of life that cut across regional divisions. They owned estates in the countryside and also town-houses. They spoke French for purposes of diplomacy and in high society. Their families were often connected by ties of marriage. This powerful aristocracy was, however, numerically a small group. The majority of the population was made up of the peasantry. To the west, the bulk of the land was farmed by tenants and small owners, while in Eastern and Central Europe the pattern of landholding was characterised by vast estates which were cultivated by serfs. (NCERT Textbook Page 8)

1. Which among the following is true about peasantry?

Numerically a dominant class
Socially a dominant class
Fluent in French
Owners of town houses

2. Which among the following was the pattern of landholding in Eastern and Central Europe?

Small holdings
Fragmented landholding
Permanent fallow
Expansive tracts

3. Which among the following factors connected the families of landed aristocracy?

French language
Strength of their population
Common occupation
Ties of marriage

1. Numerically a dominant class

The majority of the population in Europe comprised of the peasantry, who worked on land as tenants, small owners or serfs.

2. Expansive tracts

In Eastern and Central Europe, the pattern of landholding was characterised by vast estates which were cultivated by serfs.

3. Ties of marriage

Aristocracy was a numerically small group. Most of the aristocratic families were connected by marriage.

Q.3. Read the extract and answer the questions given below:

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. It could make state power more effective and strong. A modern army, an efficient bureaucracy, a dynamic economy and the abolition of feudalism and serfdom could strengthen the autocratic monarchies of Europe. In 1815, representatives of the European powers – Britain, Russia, Prussia and Austria – who had collectively defeated Napoleon, met at Vienna to draw up a settlement for Europe. The Congress was hosted by the Austrian Chancellor Duke Metternich. The delegates drew up the Treaty of Vienna of 1815 with the object of undoing most of the changes that had come about in Europe during the Napoleonic wars. The Bourbon dynasty, which had been deposed during the French Revolution, was restored to power, and France lost the territories it had annexed under Napoleon. A series of states were set up on the boundaries of France to prevent French expansion in future. ( NCERT History, Page 10-11 )

1. Which of the following statements correctly describes European conservative ideology?

Preservation of two sects of Christianity
Preservation of traditional beliefs in state and society
Preservation of socialist ideology in the economic sphere
Preservation of beliefs introduced by Napoleon

2. Identify the purpose to convene the Congress of Vienna in 1815?

To declare completion of German unification
To restore conservative regime in Europe
To start the process of Italian unification
To declare war against France

3. What did conservatives focus on at the Congress of Vienna? Select the appropriate option.

To introduce democracy in France
To set up a new parliament in Austria
To establish socialism in Europe
To re-establish peace and stability in Europe

4. How did the Congress of Vienna ensure peace in Europe? Select the appropriate option.

By giving power to the German confederation
By not giving Austria control of Northern Italy
By laying out a balance of power between all the great powers in Europe
By the restoration of Bourbon dynasty

1. Preservation of traditional beliefs in state and society

Conservatives believed that traditional institutions of state and society, like the Church, monarchy, social hierarchies, family and property should be preserved.

2. To restore conservative regime in Europe

The Congress of Vienna in 1815 tried to achieve conservative order by restoring the conservative regime in power in different countries. For instance, the Bourbon dynasty which was deposed during French Revolution was restored to power.

3. To re-establish peace and stability in Europe

After the defeat of Napoleon in 1815 at Waterloo, the representatives of European states met at Vienna to draw a settlement that would ensure peace and stability in Europe. They wanted to maintain a balance of power by containing the imperialist policies of nations like France and at the same time setting up a series of states on the boundaries of France.

4. By laying out a balance of power between all the great powers in Europe

All this was achieved through changes in the map of europe. The Bourbon dynasty was restored to power in France. The kingdom of Netherlands was set up in the north, and Genoa was added to Piedmont. Prussia was given new territories while Austria was given control of northern Italy. Russia was given part of Poland while Prussia received a part of Saxony. In this way, the Treaty sought to achieve a balance of power between the great European powers.

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Case Study Questions Chapter 1 The Rise of Nationalism in Europe

Please refer to the Case Study Questions Chapter 1 The Rise of Nationalism in Europe with answers provided for Class 10 Social Science. These solved case study based questions are expected to come in the Class 10 Economics exam in the current academic year. We have provided Case study for Class 10 Social Science for all chapters here. You should practise these solved case studies to get more marks in examinations.

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

1. Read the source given below and answer the following questions:

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 prerevolutionary days. Rather, they realised, from the changes initiated by Napoleon, that modernisation could in fact strengthen traditional institutions like the monarchy. It could make state power more effective and strong. A modern army, an efficient bureaucracy, a dynamic economy, the abolition of feudalism and serfdom could strengthen the autocratic monarchies of Europe. In 1815, representatives of the European powers – Britain, Russia, Prussia and Austria – who had collectively defeated Napoleon, met at Vienna to draw up a settlement for Europe. The Congress was hosted by the Austrian Chancellor Duke Metternich. The delegates drew up the Treaty of Vienna of 1815 with the object of undoing most of the changes that had come about in Europe during the Napoleonic wars. The Bourbon dynasty, which had been deposed during the French Revolution, was restored to power, and France lost the territories it had annexed under Napoleon.

Answer the following MCQs by choosing the most appropriate option.

(i) Who among the following was associated with the Treaty of Vienna of 1815? (a) Bismarck (b) Duke Metternich (c) Louis Philippe (d) Victor Emmaunel II

(ii) After the Napoleon which dynasty was restored in France? (a) Bourbon (b) Mazzini (c) Bouborn (d) none of the above

(iii) Why was the treaty of Vienna (1815) drawn up? (a) To establish tariff barriers (b) To restore the monarchies (c) To divide the German Confederation of 39 states (d) To establish democracies

(iv) Which of the following countries did not attend the Congress of Vienna? (a) Britain (b) Russia (c) Prussia (d) Switzerland

2. Read the source given below and answer the questions that follows:

During the 1830s, Giuseppe Mazzini had sought to put together a coherent programme for a unitary Italian Republic. He had also formed a secret society called Young Italy for the dissemination of his goals. The failure of revolutionary uprisings both in 1831 and 1848 meant that the mantle now fell on Sardinia-Piedmont under its ruler King Victor Emmanuel II to unify the Italian states through war. In the eyes of the ruling elites of this region, a unified Italy offered them the possibility of economic development and political dominance. Chief Minister Cavour who led the movement to unify the regions of Italy was neither a revolutionary nor a democrat. Like many other wealthy and educated members of the Italian elite, he spoke French much better than he did Italian. Through a tactful diplomatic alliance with France engineered by Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859. Apart from regular troops, a large number of armed volunteers under the leadership of Giuseppe Garibaldi joined the fray. In 1860, they marched into South Italy and the Kingdom of the Two Sicilies and succeeded in winning the support of the local peasants in order to drive out the Spanish rulers. In 1861 Victor Emmanuel II was proclaimed king of united Italy. However, much of the Italian population, among whom rates of illiteracy were very high, remained blissfully unaware of liberalnationalist ideology.

(i) Cavour’s contribution to Italian unification was: (a) Diplomatic alliance with the enemies of Austria (b) War with Austrian and Bourbons (c) Diplomatic alliance with France in 1859 and strengthening Sardinia and Piedmont (d) Defeated the Bourbon Kings

(ii) Who amongst the following the Italian leaders was neither a revolutionary nor a democrat? (a) Mazzini (b) Cavour (c) Garibaldi (d) Victor Emmanuel II

(iii) Who was proclaimed King of united Italy in 1861? (a) Victor Emmanuel II (b) Louis Philippe (c) Mazzini (d) Cavour

(iv) Which one of the following is true regarding the ideas promoted by Mazzini? (a) opposition to monarchy and support to democratic republic (b) to establish liberty and freedom under a monarchy (c) disintegration of the German confederation under 39 states (d) censorship of newspapers, books, plays and songs

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

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

(i) The most serious source of nationalist tension in Europe after 1871 was the area of _____________. (a) Ottoman Empire (b) Balkans (c) Greece (d) Albania

(ii) The Ottoman Empire sought to strengthen itself through: (a) Modernisation (b) internal reforms (c) both (a) and (b) (d) none of the above

(iii) The spread of the ideas of romantic nationalism was responsible for: (a) disintegration of Greece (b) Balkans disintegration from the Ottoman Empire (c) integration of Macedonia (d) none of the above

(iv) The Balkan people based their claims for __________ or __________ on nationality. (a) independence, political rights (b) power sharing, federalism (c) secularism, political rights (d) modernisation, strength

4. Read the source given below and answer the questions that follows:

When the news of the events in France reached the different cities of Europe, students and other members of educated middle classes began setting up Jacobin clubs. Their activities and campaigns prepared the way for the French armies which moved into Holland, Belgium, Switzerland and much of Italy in the 1790s. With the outbreak of the revolutionary wars, the French armies began to carry the idea of nationalism abroad. Within the wide swathe of territory that came under his control, Napoleon set about introducing many of the reforms that he had already introduced in France. Through a return to monarchy Napoleon had, no doubt, destroyed democracy in France, but in the administrative field he had incorporated revolutionary principles in order to make the whole system more rational and efficient. The Civil Code of 1804 – usually known as the Napoleonic Code – did away with all privileges based on birth, established equality before the law and secured the right to property. This Code was exported to the regions under French control. In the Dutch Republic, in Switzerland, in Italy and Germany, Napoleon simplified administrative divisions, abolished the feudal system and freed peasants from serfdom and manorial dues. In the towns too, guild restrictions were removed.

(i) Which one of the following was not the feature of Napoleonic Code? (a) Equality before the law (b) Universal Adult Franchise (c) Right to Property (d) Privileges based on birth

(ii) Match the following

Choose the correct option:

(a) 1-(c), 2-(d), 3-(a), 4-(b) (b) 1-(b), 2-(c), 3-(a), 4-(d) (c) 1-(a), 2-(c), 3-(d), 4-(b) (d) 1-(b), 2-(a), 3-(d), 4-(c)

(iii) The Napoleonic Code was exported to which of the following regions? (a) England (b) Spain (c) Regions under French control (d) Poland

(iv) The Civil Code of 1804 in France is usually known as: (a) The French Revolutionary Code (b) Napoleonic Code (c) European Imperial Code (d) The French Civil Code

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

While it is easy enough to represent a ruler through a portrait or a statue, how does one go about giving a face to a nation? Artists in the eighteenth and nineteenth centuries found a way out by personifying a nation. In other words they represented a country as if it were a person. Nations were then portrayed as female figures. The female form that was chosen to personify the nation did not stand for any particular woman in real life; rather it sought to give the abstract idea of the nation a concrete form. That is, the female figure became an allegory of the nation. You will recall that during the French Revolution artists used the female allegory to portray ideas such as Liberty, Justice and the Republic. These ideals were represented through specific objects or symbols. As you would remember, the attributes of Liberty are the red cap, or the broken chain, while Justice is generally a blindfolded woman carrying a pair of weighing scales. Similar female allegories were invented by artists in the nineteenth century to represent the nation. In France she was christened Marianne, a popular Christian name, which underlined the idea of a people’s nation. Her characteristics were drawn from those of Liberty and the Republic – the red cap, the tricolour, the cockade. Statues of Marianne were erected in public squares to remind the public of the national symbol of unity and to persuade them to identify with it. Marianne images were marked on coins and stamps.

(i) What did Germania symbolise? (a) French nation (b) German nation (c) British nation (d) None of the above

(ii) The allegory of the German nation who wears a crown of oak leaves was a: (a) Marianne (b) Union Jack (c) Britannia (d) Germania

(iii) What does a blindfolded woman carrying a pair of weighing scales symbolise? (a) Peace (b) Equality (c) Justice (d) Liberty

(iv) Which of the given aspects signifies the image of ‘Germania’? (a) Fold and Cultural Tradition (b) Auterity and Asceticism (c) Revenge and Vengeance (d) Heroism and Justice

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

From the very beginning, the French revolutionaries introduced various measures and practices that could create a sense of collective identity amongst the French people. The ideas of la patrie (the fatherland) and le citoyen (the citizen) emphasised the notion of a united community enjoying equal rights under a constitution. A new French flag, the tricolour, was chosen to replace the former royal standard. The Estates General was elected by the body of active citizens and renamed the National Assembly. New hymns were composed, oaths taken and martyrs commemorated, all in the name of the nation. A centralised administrative system was put in place and it formulated uniform laws for all citizens within its territory. Internal customs duties and dues were abolished and a uniform system of weights and measures was adopted. Regional dialects were discouraged and French, as it was spoken and written in Paris, became the common language of the nation. The revolutionaries further declared that it was the mission and the destiny of the French nation to liberate the peoples of Europe from despotism, in other words to help other peoples of Europe to become nations. When the news of the events in France reached the different cities of Europe, students and other members of educated middle classes began setting up Jacobin clubs. Their activities and campaigns prepared the way for the French armies which moved into Holland, Belgium, Switzerland and much of Italy in the 1790s. With the outbreak of the revolutionary wars, the French armies began to carry the idea of nationalism abroad.

(i) The first clear expression of nationalism came with: (a) The American Revolution (b) The French Revolution (c) The Russian Revolution (d) The Industrial Revolution

(ii) The Estates General was elected by the body of active citizens and it was renamed as: (a) National Assembly (b) Body of Executives (c) Rule of Directory (d) None of these

(iii) The political and constitutional changes brought about by the French Revolution were: (a) it ended the absolute monarchy. (b) it transferred power to a body of the French citizens. (c) it proclaimed that henceforth people would constitute the nation and shape its destiny. (d) all the above.

(iv) The ideas of a United Community enjoying equal rights under a Constitution were expressed by the French as: (a) La Patrie (b) Le Citoyen (c) Both (a) and (b) (d) None of the above

Very Short Answer Type Questions

Question. What was the meaning of liberalism in the early nineteenth century in Europe? OR Explain the meaning of ‘liberalism’. Answer: In the early nineteenth century in Europe, liberalism stood for freedom of the individual and equality of all before the law.

Question. Why did Slavic nationalist struggle in the 19th century? Give one reason. Answer: To define their identity and independence.

Question. Name the Act which resulted in the formation of the United Kingdom of Great Britain. Answer: The Act Of Union 1707 resulted in the formation of the United Kingdom of Great Britain.

Question. Who became the allegory of the German nation? Answer: Germania became the allegory of the German nation.

Question. Why did most ‘conservative regimes’ impose censorship laws to control printed material associated with the French Revolution in 1815? Answer: Most ‘conservative regimes’ imposed censorship laws to control printed material associated with the French Revolution in 1815 because these states were autocratic and thus wanted to preserve the traditional institutions of state and society – like the monarchy, the church, social hierarchies, etc. while freedom of press, if given, would lead to wide circulation of revolutionary ideas. So, censorship was imposed.

Question. What was the main aim of the French revolutionaries ? Answer: The main aim of French revolutionaries was: To create a sense of collective identity amongst the French people.

Question. What is the meaning of concentration camps? Answer: A prison where people are detained without due process of law.

Question. Which country did the artist Frederic Sorrieu belong? Answer: Frederic Sorrieu belonged to France.

Question. Which nation was identifiable in the revolutionary tricolour in Sorrieu’s utopian vision? Answer: The French nation was identifiable in the revolutionary tricolour in Sorrieu’s utopian vision.

Question. Examine the significance of the Statue of Liberty in Frederic Sorrieu’s paintings, ‘The Dream of Worldwide Democratic and Social Republics’ Answer: The Statue of Liberty has been used as an allegory to signify liberty. The painting shows independent nations marching towards the Statue of Liberty, therefore symbolising fraternity among the nations of the world.

Question. Why big European powers met in Berlin in 1885? Answer: European powers met in Berlin in 1885 to complete the carving up of Africa among them.

Question. Explain the aim to form Zollverein, a customs union, in 1834 in Germany. Answer: The aim to form Zollverein (custom union) in 1834 in Germany was to bind Germany economically into a nation.

Question. Why were the Vietnamese provinces like Nghe An and Ha Tinh called as ‘‘electrical fuses’’? Answer: Vietnamese provinces as electrical fuses: These provinces were among the poorest with old radical tradition, when the system was under pressure they were the first to blow.

Question. Who implemented the Civil Code of 1804 in France? Answer: Napoleon Bonaparte implemented the Civil Code of 1804 in France.

Question. Name the Treaty of 1832 that recognised Greece as an independent nation. Answer: The Treaty of Constantinople of 1832 recognised Greece as an independent nation.

Question. Study the picture and answer the question that follows.

Chapter 1 The Rise of Nationalism in Europe

Explain as to what does this image of ‘The courier of Rhineland’ say about Napoleon? Answer: This picture shows the loss of territories under Napoleon after his defeat at Battle of Leipzig in 1813. Explanation: Napoleon in this picture is shown as a postman on his way back to France after he lost the battle of Leipzig in 1813. Each letter dropping out of his bag shows the names of the territories he lost after this battle.

Question. Why was Otto Von Bismarck considered as the architect of the unified Germany ? Answer: Otto Von Bismark as the architect of the unified Germany: He carried out unification with the help of Prussian army and bureaucracy.

Question. Who was called as the architect of Germany’s unification? Answer: Otto Von Bismarck.

Short Answer Type Questions

Question. Read the source given below and answer the questions that follow: Through a return to monarchy, Napoleon had, no doubt, destroyed democracy in France, but in the administrative field he had incorporated revolutionary principles in order to make the whole system more rational and efficient. The Civil Code of 1804 usually known as the Napoleonic Code did away with all privileges based on birth. What changes did the Napoleonic Code bring to the existing social order? Answer: The Napoleonic Code of 1804 ended all privileges based on birth, established equality before the law as well as secured their right to property. This Code was exported to various regions under French control. For example, in Switzerland, Italy and Germany, Napoleon simplified administrative divisions. He abolished the feudal system, freeing peasants from serfdom and manorial dues. He saved the serfs from being tortured and worked for their betterment. In the towns too, Transport and communication system were improved.

Question. “Ideas of national unity in early nineteenth century Europe were closely allied to the ideology of Liberalism.” Analyse the statement. Answer: Ideas of national unity in early nineteenth century Europe were closely allied to the ideology of Liberalism in the following ways: (1) Liberalism stood for freedom for the individual and equality of all before law. It promoted equality and in turn, sentiments of national unity were invoked among Europeans. (2) It emphasised on the concept of government by consent and gave the citizens a chance to choose their leaders and express their opinions. This made them feel closer to their nation. (3) It stood for the end of autocracy and clerical privileges, thereby removing inherent prejudices in the European society. (4) It believed in a constitution-led, representa-tive government which stood for equality and social justice in general. (5) It emphasised the inviolability of private property, rise of socialism and welfare state.

Question. Describe the process of unification of Italy. Answer: Italy was unified after numerous struggles and movements as described below: (1) Italy had a long history of political fragmentation among various dynastic states. Sardinia Piedmont was the only one of seven states ruled by an Italian princely house. (2) Other regions were ruled by non-Italian rulers. The Italian language had multiple regional and local variations. (3) In 1830, Giuseppe Mazzini established a secret society called Young Italy and tried to bring about a revolutionary uprising but failed. Thereafter, war the only resort. (4) Chief Minister Cavour led the movement of unification and diplomatically joined Sardinia-Piedmont, in an alliance with France after defeating the Austrian forces in 1859.. (5) Armed volunteers led by Giuseppe Garibaldi also supported the troops and they marched into South Italy and the Kingdom of Two Sicilies. They were supported by peasants in driving out Spanish rulers. (6) After continuous struggles, Victor Emmanuel II was finally declared the king of unified Italy in 1861.

Question. Describe any three conditions that led to the formation of the British nation state. Answer: Conditions that led to the formation of the British nation state. (1) The Protestant movement which led to the formation of the Church of England became distinct from the Catholic Church. (2) The death of Queen Elizabeth I united the English and Scottish crowns into a single British crown. (3) The Glorious revolution in which the Parliament overthrew King James II and handed the crown to William of Orange. Henceforth, Britain was a constitutional monarchy with real power exercised by the Parliament.

Question. Describe any three features of Napoleonic Code. Answer: Features of Napoleonic Code are: (1) It abolished the feudal system that prevailed in many parts of Europe. (2) It established equality before the law. (3) Under this, ‘Right to Property’ was also given. (4) It abolished serfdom and manorial dues. (5) It abolished all the privileges that were given by birth.

Question. Highlight any three measures and practices that French revolutionaries introduced to create a sense of collective identity among the French. OR Describe any three steps taken by the French revolutionaries to create a sense of collective identity amongst the French people. Answer: To create a sense of collective identity among the French, French revolutionaries took various steps: (1) The ideas of La Patrie (the fatherland) and La Citoyen (the citizen) were emphasised to develop a feeling of brotherhood, equality and belongingness among the French. (2) To invoke feelings of patriotism and national unity, new hyms were composed, oaths were taken and martyrs were commemorated publically. Laws were reformulated to promote equality and uniformity. (3) A new French flag (the tricolor), which brought about the emotions of pride and became a symbol of their nationality, was chosen. (4) An elected body of citizens was renamed as National Assembly. Equal representation was guaranteed.

Question. How was the French part of Hanoi different from the native quarter ? Explain. Answer: Hanoi different from the native part: (1) Latest ideas about architecture and engineering skills were there in Hanoi while native parts were not designed well. (2) Hanoi was built as a beautiful and clean city with wide avenues and sewer system while the native part was not provided with any modern facility. (3) Sewer system was in modern city while native area did not have such facilities.

Question. Describe the role of Otto von Bismarck in the making of Germany. Answer: The role of Otto von Bismarck in the making of Germany is as follows: Nationalist feelings were widespread among middle-class Germans, who, in 1848, tried to unite the different regions of Germany into a nation state governed by an elected parliament. The initiative of German unification was ultimately taken on by the Prussian Chief Minister, Otto von Bismarck, who was also the architect of this process. He planned and executed the entire process with help from the Prussian Army and bureaucracy. Otto Von Bismarck led various wars between Prussia and armies of Austria, Spanish Bourbon kings, etc. The process of unification under the leadership of Otto Von Bismarck ended in Prussian victory after these wars over a period of seven years.

Question. ‘Socially and politically, a landed aristocracy was the dominant class on the continent.’ Justify the statement with arguments. Answer: A landed aristocracy was the dominant class on the continent of Europe because (1) The members of this class were united by a common way of life that cut across regional divisions (2) They had their own estates in the countryside and houses in the towns (3) They spoke French for purposes of diplomacy and in high society. (4) Their families were often connected by ties of marriages.

Question. How did Paul Bernard argue in favour of economic development of Vietnam ? Explain. Answer: Paul Bernard’s arguments in favour of economic development of Vietnam: (1) He argued that the purpose of acquiring colonies was to make profits. (2) Economy was developed and the standard of living of the people improved, they would buy more goods. (3) The market would consequently expand, leading to better profits for French business. (4) To reduce rural poverty and increase agricultural productivity it was necessary to carry out land reforms. (5) To ensure suffcient e mployment, industria- lisation would create more jobs.

Question. How did Britain come into existence as a nation state? Explain. Answer: Before the eighteenth century, there were different ethnic identities with their own culture and politics – English, Welsh, Scots, or Irish. As the English nation’s wealth and power increased, its influence over other island nations also increased. English Parliament had taken the power from the monarchy in 1688. It became instrumental in building the nation state of Britain, with England at its centre. The United Kingdom of Britain was established through the Act of Union in 1707 between England and Scotland. Scotland eventually got suppressed by the English politically and culturally.

Question. How did female figures become an allegory of the nation during the nineteenth century in Europe? Analyse. Answer: Female figures become an allegory of the nation during the nineteenth century in Europe in the following ways: (1) Artists, in the eighteenth and nineteenth centuries, often made efforts to represent a country as if it were a person. Female figures were chosen to express an abstract idea of a nation. These female figures, thus, became an allegory of the nation. (2) In France, the female figure was christened Marianne, which was characterised by liberty and the republic through the red cap, the tricolour and the cockade. Statues of Marianne stood in public squares to remind people of the national symbol of unity. (3) In Germany, the female figure – Germania – became the allegory of the German nation. In visual representations, Germania wore the crown of oak leaves, as the German oak stood for heroism.

Question. How did nationalism develop through culture in Europe ? Explain. OR “Culture played an important role in the development of nationalism in Europe during the eighteenth and nineteenth centuries.” Support the statement with examples. Answer: Nationalism developed through culture in Europe: (1) Culture played an important role in creating the idea of the nation, art and poetry, stories and music helped to express and shape nationalist feelings. (2) Romanticism a cultural movement which sought to develop a particular form of nationalist sentiment. Romantic artists and poets generally criticized the glorification of reason and science and focussed instead on emotions, intuition and mystical feelings. (3) German philosopher Johann Gottfried Herder claimed that true German culture was to be discovered among the common people- das volk. It was through folk songs, folk poetry and folk dances that the true spirit of a nation was popularized. (4) The emphasis on vernacular language and the collection of local folklore was used to carry the modern nationalist message to large audiences who were mostly illiterates.

Question. 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. OR Describe the ideology of liberalism during early 19th century. Answer: Ideology of liberalism in France: (1) For the new middle classes liberalism stood for freedom for the individual and equality of all before the law. (2) Politically it emphasized the right to vote, government by consent and universal suffrage. (3) It stood for the end of autocracy and clerical privileges. (4) Asked for constitution and representative government through parliament.

Question. What were the main provisions of the Treaty of Vienna held in 1815? Answer: Provisions of the Treaty of Vienna held in 1815: (1) The Bourbon dynasty was restored to power. (2) France lost the territories it had annexed under Napoleon. (3) A series of states were set up on the boundaries of France to prevent French expansion in future. (4) Prussia was given new territories including Saxony on the western border, Austria to control northern Italy, Russia to get Poland while no change was done in German confederation of 39 states.

Long Answer Type Questions

Question. ‘The 1830s were years of great economic hardship in Europe.’ Examine. Answer: Europe faced economic hardships in the 1830s because of the following reasons: (1) The first half of the nineteenth century saw an enormous increase in population all over Europe. (2) In most of the countries there were more seekers of jobs than employment. (3) Small producers in towns were often faced with stiff competition from imports of cheap machine-made goods from England. (4) Population from rural areas migrated to the cities to live in overcrowded slums. (5) Europe was still under the aristocracy; peasants struggled under the burden of feudal dues and obligations. (6) The rise of food prices or a year of bad harvest led to widespread poverty in town and country.

Question. Who hosted Vienna Congress in 1815? Analyse the main changes brought by the Vienna Treaty. Answer: Chancellor Duke Metternich hosted Vienna Congress in 1815. The following changes were made: (1) The Bourbon dynasty, which had been deposed during the French Revolution, was restored to power and France lost the territories it had annexed. (2) A series of states were set up on the boundaries of France to prevent the French expansion in future. (3) The kingdom of the Netherlands, which included Belgium, was set up in the North and Genoa was added to Piedmont in the South. (4) Prussia was given important new territories on its Western frontiers. (5) Austria was given control of Northern Italy. (6) The German confederation of 39 states that had been set up by Napoleon was left untouched.

Question. Examine the ‘nation state building’ process in Germany after 1848. OR Describe the unification process by which Germany unified as a nation state. Answer: The process of nation state building in Germany took place in the following manner: (1) Nationalist feelings were widespread among middle class Germans who tried to unite the different regions of the German confederation into a nation state governed by an elected parliament. (2) The liberal initiative of nation building was repressed by the combined forces of the monarchy and the military. (3) Prussia took on the leadership of the movement for national unification. Its Chief Minister, Otto Von Bismarck was the architect of this process, which was carried out with the help of the Prussian Army and bureaucracy. (4) Three wars for over seven years ended in Prussian victory and completed the process of unification. (5) In January 1871, the Prussian King, William-I, was proclaimed the German emperor in a ceremony held at Versailles.

Question. Describe any five steps taken by the French for the development of the ‘Mekong Delta Region’. Answer: Steps taken by the French for the development of the ‘Mekong Delta region’ were: (1) The French built canals to drain lands in the Mekong delta to increase cultivation (2) The vast system of irrigation workscanals and earthworks-built mainly with forced labour increased the nice production. (3) It allowed export of Rice to the international market. (4) The area under Rice cultivation went up (from 2,74,000 hectares in 1873 to 2.2 million hectares in 1930). (5) Vietnam exported 2/3 of its Rice production and became the third largest exporter of Rice in the world.

Question. Explain various stages of unification of Germany. Answer: Unification of Germany: (1) Prussia took over the leadership of the movement for national unification. The architect of this process was its chief minister, Otto von Bismarck, carried out with the help of the Prussian army and bureaucracy. (2) Prussia had three wars over seven years with Austria, Denmark and Francecompleted the process of German unification. (3) In January 1871, the Prussian King, William I, was proclaimed German Emperor. An assembly was held to proclaim the new German Empire. The process of nationbuilding demonstrated the dominance of Prussian state power. (4) The currency, banking, legal and judicial system in Germany were modernised.

Question. Describe any five economic hardships faced by Europeans during the mid-nineteenth century. Answer: The economic hardships faced by Europeans during the mid-nineteenth century are: (1) As an enormous increase in population was witnessed all over Europe, there were more job seekers than employment opportunities. Population from rural areas often migrated to cities to live in overcrowded slums. (2) Small producers in towns were faced with stiff competition from imports of cheap machine-made goods from England, where industrialisation was more advanced. For example – This was the situation in case of textile production, which was mainly carried out in homes or small workshops and was only partly mechanised. (3) In the regions of Europe, where the aristocracy enjoyed power, peasants struggled under the burden of feudal dues and obligations. (4) The rise of food prices or a year of bad harvest led to widespread pauperism in town and country. For example – In 1848, food shortages and widespread unemployment brought the population of Paris out on the roads. (5) In 1845, weavers in Silesia revolted against contractors who supplied them raw material and gave them orders for finished textiles but drastically reduced their pay.

Question. “Nationalism no longer retained its idealistic liberal democratic sentiment by the last quarter of the nineteenth century in Europe.” Analyse the statement with examples. Answer: Nationalism no longer retained its idealistic liberal democratic sentiment by the last quarter of the nineteenth century in Europe because: (1) Nationalist groups became increasingly intolerant, which lead to war. (2) Major European powers manipulated the nationalist aspirations to further their own imperialist aims. (3) The source of nationalist tension in Europe was an area called Balkans. (4) Idea of romantic nationalism in the Balkan together with a disintegration of the Ottoman Empire made this region very explosive. (5) One by one, European nationalities broke away from its control and declared independence. (6) Balkan people based their claims for independence or political rights on nationality to prove that they were once interdependent but were subjugated by foreign power. (7) Slavic nationalities struggled to define their identity and independence and the Balkan area became an area of intense conflict.

Question. How did the Greek War of Independence mobilise nationalist feelings among the educated elite across Europe? Explain. Answer: The growth of revolutionary nationalism in Europe motivated the Greeks to a start a struggle for independence in 1821. Greece had been a part of the Ottoman empire since the fifteenth century. The struggle inspired the educated elite class of Europe and filled them with nationalistic zeal. Literature mibilised public opinion to support struggle against a Muslim empire. Greek citizens who were living in exile supported them, and poets and artists lauded Greece as the cradle of European civilisation. As a result, nationalistic sentiments were invoked among the educated elites of Greece like Lord Byron, an english poet, who raised funds and even participated in the war.

Question. Explain any five reforms introduced by Napoleon in the regions under his control. Answer: Reforms introduced by Napoleon in the regions under his control are: (1) The Civil Code (1804) abolished all kinds of privileges based on birth, thereby establishing equality before the law and securing the right to property. (2) Napoleon simplified administrative divisions. (3) The feudal system was abolished and the peasants were freed from serfdom and manorial dues. Guild restrictions were done away with. (4) Further, the basic means of communication and transport facilities were improved to carry out smooth administration at all levels. (5) Uniform laws were introduced and weights and measures were standardised along with a common national currency. (6) This enabled farmers, artisans and industrialists to freely and smoothly carry out the movement and exchange of goods and capital from one region to another.

Question. Describe any five measures introduced by the French revolutionaries to create a sense of collective identity amongst the French people. OR Analyse the measures and practices introduced by the French revolutionaries to create a sense of collective identity amongst the French people. Answer: The measures and practices introduced by the French revolutionaries to create a sense of collective identity amongst the French people were: (1) They introduced the ideas of la patrie (the fatherland) and le citoyen (the citizens) that emphasised on the notion of a united community enjoying equal rights under a constitution. (2) The former royal standard flag was replaced with the new tricolour French flag. (3) They started electing the Estates General and renamed it as the National Assembly. (4) They composed hymns, took oaths and commemorated martyrs, all in the name of the nation. (5) They installed a centralised administrative system and formulated uniform laws for all citizens within its territory. (6) They abolished internal custom duties and followed a uniform system of weights and measures. (7) They discouraged speaking regional dialects and made French as the national language.

Question. Why was the period of 1848 considered as phase of the revolution of the Liberals in Europe? Explain. Answer: The period of 1848 consider as phase of the Revolution of the Liberals in Europe: (1) Events of February 1848 in France had brought about the abdication of the monarch and a republic based on universal male suffrage had been proclaimed. (2) Germany, Italy, Poland, the Austro-Hungarian Empire – men and women of the liberal middle classes combined their demands for constitutionalism with national unification. (3) They took advantage of the growing popular unrest to push their demands for the creation of a nation-state on parliamentary principles – a constitution, freedom of the press and freedom of association. (4) In the German regions a large number of political associations whose members were middle-class professionals, businessmen and prosperous artisans came together in the city of Frankfurt and decided to vote for an all-German National Assembly. (5) The middle classes who resisted the demands of workers and artisans and consequently lost their support. In the end troops were called in and the assembly was forced to disband. (6) The issue of extending political rights to women was a controversial one within the liberal movement, in which large numbers of women had participated actively over the years. (7) Women had formed their own political associations, founded newspapers and taken part in political meetings and demonstration.

Question. Highlight the reasons for the growth of nationalist tensions in the Balkan region before the First World War. OR How did Balkans become the most serious source of nationalist tension in Eurpoe after 1971? Explain. Answer: The Balkans (1) The Balkan was a region of geographical and ethnic variations comprising of modernday Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia- Herzegovina Slovenia, Serbia and Montenegro. The inhabitants were called Slavs (2) The spread of romantic nationalism lead to its disintegration. (3) Different Slavic nationalities struggled to define their identity (4) Balkan region became a region of intense conflict over expansion of territory. (5) At the same time, the great European Powers- Russia, Germany, England and Austro-Hungary were keen on taking the control of the Balkan region, since it was important from trade point of view. (6) This led to the series of wars in the region and finally became the cause of the First World War.

Question. Read the extract and answer the questions that follow: The ideas of national unity in earlynineteenth- century. Europe were closely allied to the ideology of liberalism. In the economic sphere, liberalism stood for the freedom of markets and the abolition of state-imposed restrictions on the movement of goods and capital. During the nineteenth century this was a strong demand of the emerging middle classes. Napoleon had created a confederation of 39 states. Each of them had their own currency, weights and measures. A customer travelling from Hamburg to Nuremberg in 1833 to sell his goods had to pass through 11 customs barrier and pay a customs duty of about 5 percent at each one of them. Duties were often levied according to the weight or measurement of the goods. The measure of cloth, was the elle which in each region stood for a different length. An elle of textile in Frankfurt got a person 54.7 cm of cloth, in Mainz 55.1 cm, in Nuremberg 65.6 cm, in Freiburg 53.5 cm. (A) Who was Napoleon? (B) Explain what do you mean by Liberalism in your own words. (C) Why was trading in nineteenth century a tedious process? Answer: (A) Napoleon Bonaparte was a famous French statesman and military leader who led several successful campaigns during the French Revolutionary Wars and conquered various countries in Europe, incorporated Napoleonic Code establishing equality before law. (B) According to me, Liberalism stands for easing of implied restrictions, the restrictions might be political, social or even economical. To be liberal means to be more accommodative of new emerging practices. In economic sphere, it stood for freedom of markets and the abolition of state imposed restrictions on the movement of goods and capital. (C) Trading in 19th century was tedious because of the multiple units and standards of weights and measures found in each of the 39 states of the confederation created by Napoleon. Each had their own currency as well. Duties were often levied according to the weight or measurement of goods. As each region had its own system of weights and measures, it took a lot of time in conversion and final calculation.

Question. How were ideas of national unity in the early nineteenth century Europe allied to the ideology of liberalism? Explain. Answer: The ideas of national unity in the early nineteenth century Europe allied to the ideology of liberalism in various ways: (1) With the invention of railway, mobility was stimulated resulting in harnessing economic interest for national unification. (2) The concept of government by consent was emphasised by liberals. (3) Liberals supported the creation of a unified economic territory. (4) Liberals stood for individual freedom and equality of all before law for the new middle class. (5) Liberalism stood for the end of autocracy and special privileges.

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Case Based Questions Test: The Rise of Nationalism in Europe - Class 10 MCQ

10 questions mcq test - case based questions test: the rise of nationalism in europe, read the source given below and answer the questions that follows: 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. it could make the state's power more effective and stronger. a modern army, an efficient bureaucracy, a dynamic economy, the abolition of feudalism and serfdom could strengthen the autocratic monarchies of europe. in 1815, representatives of the european powers who had collectively defeated napoleon, met at vienna to draw up a settlement for europe. the congress was hosted by the austrian chancellor duke metternich. the delegates drew up the treaty of vienna of 1815 with the object of undoing most of the changes that had come about in europe during the napoleonic wars. the bourbon dynasty, which had been deposed during the french revolution, was restored to power, and france lost the territories it had annexed under napoleon. a series of states were set up on the boundaries of france to prevent french expansion in future. answer the following mcqs by choosing the most appropriate option. which of the following statements correctly describes about european conservative ideology.

A. Preservation of beliefs introduced by Napoleon.
B. Preservation of two sects of Christianity.
C. Preservation of socialist ideology in the economic sphere.
D. Preservation of traditionalist beliefs in state and society

Read the source given below and answer the questions that follows: 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. It could make the state's power more effective and stronger. A modern army, an efficient bureaucracy, a dynamic economy, the abolition of feudalism and serfdom could strengthen the autocratic monarchies of Europe. In 1815, representatives of the European powers who had collectively defeated Napoleon, met at Vienna to draw up a settlement for Europe. The Congress was hosted by the Austrian Chancellor Duke Metternich. The delegates drew up the Treaty of Vienna of 1815 with the object of undoing most of the changes that had come about in Europe during the Napoleonic wars. The Bourbon dynasty, which had been deposed during the French Revolution, was restored to power, and France lost the territories it had annexed under Napoleon. A series of states were set up on the boundaries of France to prevent French expansion in future. Answer the following MCQs by choosing the most appropriate option. What did conservatives focus on at the Congress of Vienna? Select the appropriate option.

A. To re-establish peace and stability in Europe
B. To establish socialism in Europe
C. To introduce democracy in France
D. To set up a new Parliament in Austria

Read the source given below and answer the questions that follows: One such individual was the Italian revolutionary, Giuseppe Mazzini. Born in Genoa in 1807, he became a member of the secret society of the Carbonari. As a young man of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne, whose members were like-minded young men from Poland, France, Italy and the German states. Mazzini believed that God had intended nations to be the natural units of mankind. So Italy could not continue to be a patchwork of small states and kingdoms. It had to be forged into a single unified republic within a wider alliance of nations. This unification alone could be the basis of Italian liberty. Following his model, secret societies were set up in Germany, France, Switzerland and Poland. Mazzini’s relentless opposition to monarchy and his vision of democratic republics frightened the conservatives. Metternich described him as ‘the most dangerous enemy of our social order’. Answer the following MCQs by choosing the most appropriate option. Where was Giuseppe Mazzini born?

Read the source given below and answer the questions that follows:

One such individual was the Italian revolutionary, Giuseppe Mazzini. Born in Genoa in 1807, he became a member of the secret society of the Carbonari. As a young man of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne, whose members were like-minded young men from Poland, France, Italy and the German states. Mazzini believed that God had intended nations to be the natural units of mankind. So Italy could not continue to be a patchwork of small states and kingdoms. It had to be forged into a single unified republic within a wider alliance of nations. This unification alone could be the basis of Italian liberty. Following his model, secret societies were set up in Germany, France, Switzerland and Poland. Mazzini’s relentless opposition to monarchy and his vision of democratic republics frightened the conservatives. Metternich described him as ‘the most dangerous enemy of our social order’.

Answer the following MCQs by choosing the most appropriate option.

Who described Mazzini as 'the most dangerous enemy of our social order'?

A. Bismarck
C. Metternich
D. Garibaldi

He wrote many essays that brought injustice to common people such as artists, professionals, peasants, etc., to the limelight.

Like Germany, Italy too had a long history of political fragmentation. Italians were scattered over several dynastic states as well as the multi- national Habsburg Empire. 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 and the southern regions were under the domination of the Bourbon kings of Spain. Even the Italian language had not acquired one common form and still had many regional and local variations.

During the mid-19th century, Italy was divided into ________ states.

Who dominated the south regions of Italy?

B. Bourbon Kings of Spain
C. Austrian Habsburgs
D. Bourbon Kings of France

The Treaty of Casalanza restored Ferdinand IV of Bourbon to the throne of Naples and the island of Sicily (where the constitution of 1812 virtually had disempowered him) was returned to him.

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

Answer the following MCQs by choosing the most appropriate option

What was the name given to the female allegory in France?

A. Germania
D. Marianne

What does the German oak stand for?

D. Strength

In the German regions, a large number of political associations whose members were middle-class professionals, businessmen and prosperous artisans, came together in the city of Frankfurt and decided to vote for an all-German National Assembly. On 18 May, 1848, 831 elected representatives marched in a festive Procession to take their places in the Frankfurt Parliament convened in the Church of St Paul. They drafted a constitution for a German nation to be headed by a monarchy subject to a parliament. When the deputies offered the crown on these terms to Friedrich Wilhelm IV, King of Prussia, he rejected it and joined other monarchs to oppose the elected assembly. While the opposition of the aristocracy and military became stronger, the social basis of parliament eroded. The Parliament was dominated by the middle classes who resisted the demands of workers and artisans and consequently lost their support. In the end, troops were called in and the assembly was forced to disband. The issue of extending political rights to women was a controversial one within the liberal movement, in which large numbers of women had participated actively over the years. Women had formed their own political associations, founded newspapers and taken part in political meetings and demonstrations. Despite this, they were denied suffrage rights during the election of the Assembly. When the Frankfurt Parliament convened in the Church of St Paul, women were admitted only as observers to stand in the visitors’ gallery.

People from which classes mainly constituted the members of many political associations in the German region?

A. Middle-class professionals
B. Businessmen
C. Prosperous Artisans
D. All above classes

Otto Von Bismarcks' contribution in building the nation of Germany is remarkable. Who was he?

The King of Prussia

The Prime Minister of Prussia

The President of Prussia

Chief Minister of Prussia

Otto von Bismarck was a conservative Prussian statesman who dominated German and European affairs from the 1860s until 1890.

In the 1860s he engineered a series of wars that unified the German states, significantly and deliberately excluding Austria, into a powerful German Empire under Prussian leadership.

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Case Study on The Rise of Nationalism in Europe Class 10 Social Science

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

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Last Updated on August 31, 2024 by XAM CONTENT

Hello students, we are providing case study questions for class 10 social science. Case study questions are the new question format that is introduced in CBSE board. The resources for case study questions are very less. So, to help students we have created chapterwise case study questions for class 10 social science. In this article, you will find case study for CBSE Class 10 Social Science History Chapter 1 The Rise of Nationalism in Europe. It is a part of Case Study Questions for CBSE Class 10 Social Science Series.

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Table of Contents

Case Study Questions on The Rise of Nationalism in Europe Class 10

Read the following passage and answer the questions:

What we know today as Germany, Italy and Switzerland were divided into kingdoms, duchies and cantons whose rulers had their autonomous territories. Eastern and Central Europe were under autocratic monarchies within the territories of which lived diverse peoples. They did not see themselves as sharing a collective identity or a common culture. Often, they even spoke different languages and belonged to different ethnic groups.

The Habsburg Empire that ruled over Austria-Hungary, for example, 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 peoplesBohemians and Slovaks to the North, Slovenes in Carniola, Croats to the South, and Roumans to the East in Transylvania. Such differences did not easily promote a sense of political unity. The only tie binding these diverse groups together was a common allegiance to the emperor.

Q 1. Which of the following statements correctly describes the divisions of Europe into kingdoms, duchies and cantons? a. They were under autocratic monarchies with diverse people b. They belonged to different ethnic groups who did not share a common culture c. Both a. and b. d. They were ambitious and conscious about their identity

Difficulty Level: Medium

Ans. Option (c) is correct.

Q 2. Identify the regions ruled by the Habsburg Empire: a. Alpine regions i.e., Tyrol, Austria and Sudetenland b. Bohemia, Lombardy and Venetia c. Both a. and b. d. None of the above

Q 3. People under the Habsburg Empire did not see themselves as sharing a collective unity as they spoke in different languages like ____ a. German, Italian b. Magyar, Polish c. Both a. and b. d. French, English

Q 4. What was the only reason which binded the ethnically different people in Europe? a. Common culture b. Common lifestyle c. Common allegiance to the emperor d. Common religion, i.e., the Christianity

Q 5. Which of the following language was spoken by the aristocracy in Galicia? a. Magyar b. Polish c. Dutch d. French

Ans. Option (b) is correct.

Q 6. Identify the incorrect statement regarding the regions of Habsburg Empire and its people: a. The aristocracy was German-speaking in Alpine regions. b. Italian language was spoken in the provinces of Lombardy and Venetia. c. Half of the population used to speak polish in Hungary. d. Bohemians and Slovaks lived to the North of the boundaries of empire.

Federalism Class 10 Case Study Social Science Political Science Chapter 2
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Power Sharing Class 10 Case Study Social Science Political Science Chapter 1
Forest and Wildlife Resources Class 10 Case Study Social Science Geography Chapter 2
Resources and Development Class 10 Case Study Social Science Geography Chapter 1

The Making of a Global World Class 10 Case Study Social Science History Chapter 3

Nationalism in india class 10 case study social science history chapter 2, topics from which case study questions may be asked.

Examine the impact of the French Revolution on the European countries in the making of the Nation state.
Explore the nature of the diverse social movements of the time. (1830-1848)
Examine the ways by which the idea of nationalism emerged and led to the formation of nation states.
Comprehend how the World War I was triggered by the scramble for colonies in the Balkan states

During the 19th century, nationalism emerged as a force that brought changes in the political and mental thinking of Europe and development of the concept of nation-state with citizens having common identity and shared history or descent.

Liberalism has been derived from the Latin word ‘liber’ meaning free. There are two types of liberalism, viz. political and economic.

Frequently Asked Questions (FAQs) on The Rise of Nationalism in Europe Class 10 Case Study

Q1: what are case study questions.

A1: Case study questions are a type of question that presents a detailed scenario or a real-life situation related to a specific topic. Students are required to analyze the situation, apply their knowledge, and provide answers or solutions based on the information given in the case study. These questions help students develop critical thinking and problem-solving skills.

Q2: How should I approach case study questions in exams?

A2: To approach case study questions effectively, follow these steps: Read the case study carefully: Understand the scenario and identify the key points. Analyze the information: Look for clues and relevant details that will help you answer the questions. Apply your knowledge: Use what you have learned in your course to interpret the case study and answer the questions. Structure your answers: Write clear and concise responses, making sure to address all parts of the question.

Q3: What are the benefits of practicing case study questions from your website?

A3: Practicing case study questions from our website offers several benefits: Enhanced understanding: Our case studies are designed to deepen your understanding of historical events and concepts. Exam preparation: Regular practice helps you become familiar with the format and types of questions you might encounter in exams. Critical thinking: Analyzing case studies improves your ability to think critically and make connections between different historical events and ideas. Confidence: Practicing with our materials can boost your confidence and improve your performance in exams.

Q4: What are the important keywords in this chapter “The Rise of Nationalism in Europe”?

A4: Important keywords for CBSE Class 10 The Rise of Nationalism in Europe are given below: Absolutist: Literally, a government or a system of rule that has no restraints on the power exercised. In history, the term refers to a form of monarchical government that was centralised, militarised and repressive. Utopain: A vision of a society that is so ideal that it is unlikely to actually exist. Plebiscite: A direct vote by which all the people of a region are asked to accept or reject a proposal. Suffrage: The right to vote. Conservatism: A political philosophy that stressed the importance of tradition, established institutions and customs, and preferred gradual development to quick change. Ferminist: Awareness of women’s rights and interests based on the belief of the social, economic and political equality of the genders. Ideology: System of ideas reflecting a particular social and political vision. Ethnics: Relates to a common social, tribal, or cultural origin or background that a community identifies with or claims. Allegory: When an abstract idea (for instance, greed, envy, freedom, liberty) is expressed through a person or a thing. An allegorical story has two meanings, one literal and one symbolic.

Q5: What are the important date line in CBSE Class 10 History “The Rise of Nationalism in Europe”?

A5: Important date line given below: 1797: Napoleon invades Italy; Napoleonic wars begin. 1814-1815: Fall of Napoleon; the Vienna Peace Settlement. 1821: Greek struggle for independence begins. 1848: Revolutions in Europe; artisans, industrial workers and peasants revolt against economic hardships; middle classes demand constitutions and representative governments; Italians, Germans, Magyars, Poles, Czechs, etc., demand nation-states. 1859-1860: Unification of Italy. 1866-1871: Unification of Germany. 1905: Slav nationalism gathers force in the Habsburg and Ottoman Empires.

Q6: When did the first expression of nationalism come in Europe?

A6: The first expression of nationalism came with the French Revolution in 1789. France was a full-fledged territory state in 1789 under the rule of an absolute monarch. The political and constitutional changes that came in the wake of the French Revolution led to the transfer of sovereignty from monarchy to a body of French citizens. The revolution proclaimed that it were the people who would henceforth constitute the nation and shape its destiny.

Q7: Who was Frederic Sorrieu?

A7: Frederic Sorrieu was a French artist. In 1848, he prepared a series of four prints visualising his dream of world made up of ‘Democratic and Social Republics’.

Q8: Who were known as conservatives?

A8: Conservatives were actually totally against liberals. Conservative people believed that established traditional institutions of society should be preserved and saved like church, monarchy, family, property, etc.

Q9: What do you mean by the Habsburg Empire?

A9: The Habsburg Empire was a patchwork of many different regions and people. It ruled over Austria-Hungary. 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.

Q10: Are there any online resources or tools available for practicing “ The Rise of Nationalism in Europe” case study questions?

A10: We provide case study questions for CBSE Class 10 Social Science on our website . Students can visit the website and practice sufficient case study questions and prepare for their exams.

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

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What is Case Study Question / Paragraph Based Question? A case study is a scenario in a particular academic / professional context which students are expected to analyse and respond to, guided by specific questions posed concerning the situation. In many cases, the scenario or case study involves a number of issues or problems that must be dealt with in a academic / professional workplace.

Why Case Study Questions are included in academics? Case study assignments usually require students to identify problems and issues in a scenario, to demonstrate their developing knowledge of theories and academic / professional policies and to make decisions and recommendations based on these to either prevent or solve some of the issues in that scenario.

How to solve Case Study Questions? There are several steps to writing an answer to a case study assignment:

STEP 1: Read the case study and questions carefully.

Read the case and associated questions carefully.
Highlight the main points of the case and any issues that you can identify.
Read the questions closely and analyse what they are requiring you to do.
Read the case again, linking the information that is relevant to each question you have been asked.

STEP 2: Identify the issues in the case study. Case studies describe a situation which may arise in a particular profession or social context. They often involve a number of people in a complex situation. They will often describe a situation which is problematic, possibly in how it is dealt with, or in its complexity. An important part of your answer is to analyse the situation and to identify the issues/actions described in the case which may be problematic. The following questions may help you to do this:

What actions were taken in the case?
Were these actions the most appropriate and why?
Were there any consequences of the actions taken?
Was anything omitted or not considered?
Were actions/procedures in line with existing codes of practice, policy or theories?

STEP 3: Link theory to practice. Use your knowledge of existing codes of practice, theories and/or other academic / professional documents and behaviours to decide what was done appropriately and what was not.

STEP 4: Plan your answer. It can be useful to use the questions you have been set as headings and to answer each part in turn, reducing the chance of omitting set questions. You can always take out the headings before you submit if you wish. Lecturers usually set questions in a logical order, so answer in the order they are written in your question.

STEP 5: Start writing your case study answer (for theory only) Like any assignment, you will need an introduction, body sections in which you answer the questions put to you regarding the case study, and a conclusion.

STEP 6: Edit and proofread. Read through your paper yourself to detect and correct other errors and omissions. Check you have answered all questions and backed up your answer with relevant passage.

Types of Case Study Questions / Paragraph Based Questions Case Study Questions / Paragraph Based Questions can be broadly classified into two types:

MCQs type: In this type, student has to tick the correct option from various options.
Theory type: In this type, student has to write proper solution / answer in cotext to the case study.

Case Study/ Passage Based Questions Chapter 1 The Rise of Nationalism in Europe

Type 1: MCQ type

Case Study Question 01

Read the text given below and answer the questions that follows:

The first upheaval took place in France in July 1830. The Bourbon king who had been restored to power during the conservative reaction after 1815, were now overthrown by liberal revolutionaries who installed a constitutional monarchy with Louis Phillip at its head. ‘When France sneezes’, Metternich once remarked, ‘the rest of Europe catches cold, ‘The July Revolution sparked an uprising in Brussels which led to Belgium breaking away from the United Kingdom of the Netherlands. An event that mobilised nationalist feeling among the educated elite across Europe was the Greek war of independence. Greek 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. Poet and artist lauded Greece as the cradle of European civilisation and mobilised public opinion to support its struggle against a Muslim empire. The English poet Lord Byron organised funds and later went to fight in the war, where he died of fever in 1824. Finally, the Treaty of Constantinople of 1832 recognised Greece as an independent nation.

Answer the following MCQs by choosing the most appropriate option:

Question.1. Who was the ruler of France at the beginning of the French Revolution?

(a) Louis Phillipe IV (b) Louis Phillipe XIII (c) Louis Phillipe XVI (d) Louis Phillipe XV

Question.2. “When France sneezes, the rest of Europe catches cold.” Who marked the statement?

(a) Louis XVI (b) Metternich (c) Rousseau (d) Karl Marx

Question.3. Which incident marked the French Revolution?

(a) February Revolution (b) April Revolution (c) July Revolution (d) October Revolution

Question.4. ____________ recognised Greece as an independent nation.

(a) Treaty of Paris (b) Treaty of Versailles (c) Treaty of Constantinople (d) Treaty of Vienna

Ans.1. (c) Louis Phillipe XVI. Ans.2. (b) Metternich. Ans.3. (c) July Revolution. Ans.4. (c) Treaty of Constantinople

Case Study Question 02

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

Answer the following MCQs by choosing the most appropriate option.

Question.1. The Ottoman Empire sought to strengthen itself through:

(a) Modernisation (b) internal reforms (c) both (a) and (b) (d) none of the above

Question.2. The Balkan people based their claims for __________ or __________ on nationality.

(a) independence, political rights (b) power sharing, federalism (c) secularism, political rights (d) modernisation, strength

Question.3. The most serious source of nationalist tension in Europe after 1871 was the area of _____________.

(a) Ottoman Empire (b) Balkans (c) Greece (d) Albania

Question.4. The spread of the ideas of romantic nationalism was responsible for:

(a) disintegration of Greece (b) Balkans disintegration from the Ottoman Empire (c) integration of Macedonia (d) none of the above

Ans.1. (c) both (a) and (b) Ans.2. (a) independence, political rights Ans.3. (b) Balkans Ans.4. (b) Balkans disintegration from the Ottoman Empire

Case Study Question 03

Question.1. The political and constitutional changes brought about by the French Revolution were:

(a) it ended the absolute monarchy. (b) it transferred power to a body of the French citizens. (c) it proclaimed that henceforth people would constitute the nation and shape its destiny. (d) all the above.

Question.2. The first clear expression of nationalism came with:

(a) The American Revolution (b) The French Revolution (c) The Russian Revolution (d) The Industrial Revolution

Question.3. The ideas of a United Community enjoying equal rights under a Constitution were expressed by the French as:

(a) La Patrie (b) Le Citoyen (c) Both (a) and (b) (d) None of the above

Question.4. The Estates General was elected by the body of active citizens and it was renamed as:

(a) National Assembly (b) Body of Executives (c) Rule of Directory (d) None of these

Ans.1. (d) all the above. Ans.2. (b) The French Revolution Ans.3. (c) Both (a) and (b) Ans.4. (a) National Assembly

Case Study Question 04

Read the source given below and answer the following questions:

The Congress was hosted by the Austrian Chancellor Duke Metternich. The delegates drew up the Treaty of Vienna of 1815 with the object of undoing most of the changes that had come about in Europe during the Napoleonic wars. The Bourbon dynasty, which had been deposed during the French Revolution, was restored to power, and France lost the territories it had annexed under Napoleon.

Question.1. Which of the following countries did not attend the Congress of Vienna?

(a) Britain (b) Russia (c) Prussia (d) Switzerland

Question.2. Why was the treaty of Vienna (1815) drawn up?

(a) To establish tariff barriers (b) To restore the monarchies (c) To divide the German Confederation of 39 states (d) To establish democracies

Question.3. Who among the following was associated with the Treaty of Vienna of 1815?

(a) Bismarck (b) Duke Metternich (c) Louis Philippe (d) Victor Emmaunel II

Question.4. After the Napoleon which dynasty was restored in France?

(a) Bourbon (b) Mazzini (c) Austrian (d) none of the above

Ans.1. (d) Switzerland Ans.2. (b) To restore the monarchies Ans.3. (b) Duke Metternich Ans.4. (a) Bourbon

Case Study Question 05

Read the source given below and answer the questions that follows:

Question.1. The Civil Code of 1804 in France is usually known as:

(a) The French Revolutionary Code (b) Napoleonic Code (c) European Imperial Code (d) The French Civil Code

Question.2. The Napoleonic Code was exported to which of the following regions?

(a) England (b) Spain (c) Regions under French control (d) Poland

(a) 1-(c), 2-(d), 3-(a), 4-(b) (b) 1-(b), 2-(c), 3-(a), 4-(d) (c) 1-(a), 2-(c), 3-(d), 4-(b) (d) 1-(b), 2-(a), 3-(d), 4-(c)

Question.4. Which one of the following was not the feature of Napoleonic Code?

(a) Equality before the law (b) Universal Adult Franchise (c) Right to Property (d) Privileges based on birth

Ans.1. (b) Napoleonic Code Ans.2. (c) Regions under French control Ans.3. (a) 1-(c), 2-(d), 3-(a), 4-(b) Ans.4. (b) Universal Adult Franchise

Case Study Question 06

Question.1. Who was proclaimed King of united Italy in 1861?

(a) Victor Emmanuel II (b) Louis Philippe (c) Mazzini (d) Cavour

Question.2. Cavour’s contribution to Italian unification was:

(a) Diplomatic alliance with the enemies of Austria (b) War with Austrian and Bourbons (c) Diplomatic alliance with France in 1859 and strengthening Sardinia and Piedmont (d) Defeated the Bourbon Kings

Question.3. Which one of the following is true regarding the ideas promoted by Mazzini?

(a) opposition to monarchy and support to democratic republic (b) to establish liberty and freedom under a monarchy (c) disintegration of the German confederation under 39 states (d) censorship of newspapers, books, plays and songs

Question.4. Who amongst the following the Italian leaders was neither a revolutionary nor a democrat?

(a) Mazzini (b) Cavour (c) Garibaldi (d) Victor Emmanuel II

Ans.1. (a) Victor Emmanuel II Ans.2. (c) Diplomatic alliance with France in 1859 and strengthening Sardinia and Piedmont Ans.3. (a) opposition to monarchy and support to democratic republic Ans.4. (b) Cavour

Case Study Question 07

Question.1. The allegory of the German nation who wears a crown of oak leaves was a:

(a) Marianne (b) Union Jack (c) Britannia (d) Germania

Question.2. Which of the given aspects signifies the image of ‘Germania’?

(a) Fold and Cultural Tradition (b) Auterity and Asceticism (c) Revenge and Vengeance (d) Heroism and Justice

Question.3. What did Germania symbolise?

(a) French nation (b) German nation (c) British nation (d) None of the above

Question.4. What does a blindfolded woman carrying a pair of weighing scales symbolise?

(a) Peace (b) Equality (c) Justice (d) Liberty

Ans.1. (d) Germania Ans.2. (d) Heroism and Justice Ans.3. (b) German nation Ans.4. (c) Justice

Type 2: Theory Type

Read the sources given below and answer the questions that follows:

Source A – Liberal Nationalism Ideas of national unity in early-nineteenth-century Europe were closely allied to the ideology of liberalism. The term ‘liberalism’ derives from the Latin root liber, meaning free. For the new middle classes liberalism stood for freedom for the individual and equality of all before the law. Politically, it emphasised the concept of government by consent. Since the French Revolution, liberalism had stood for the end of autocracy and clerical privileges, a constitution and representative government through parliament. Nineteenthcentury liberals also stressed the inviolability of private property.

Source B- 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. It could make state power more effective and strong. A modern army, an efficient bureaucracy, a dynamic economy, the abolition of feudalism and serfdom could strengthen the autocratic monarchies of Europe.

Source C- Conservative regimes Conservative regimes set up in 1815 were autocratic. They did not tolerate criticism and dissent, and sought to curb activities that questioned the legitimacy of autocratic governments. Most of them imposed censorship laws to control what was said in newspapers, books, plays and songs and reflected the ideas of liberty and freedom associated with the French Revolution. The memory of the French Revolution nonetheless continued to inspire liberals. One of the major issues taken up by the liberal-nationalists, who criticised the new conservative order, was freedom of the press.

Source A-Liberal Nationalism Question.1. What is the literal meaning of ‘liberalism’?

Source B-New Conservatism after 1815 Question.2. What was the belief of Conservatives?

Source C-Conservative regimes Question.3. Why Conservative regimes was characterised by the autocrats?

Ans.1. The term ‘liberalism’ is derived from the Latin root liber, meaning free. Ans.2. Conservatives believed that established, traditional institutions of state and society — like the monarchy, the Church, social hierarchies, property and the family — should be preserved. Ans.3. Conservative regimes did not tolerate criticism and dissent, and sought to curb activities that questioned the legitimacy of autocratic governments.

Read the extract and answer the questions that follow:

To be revolutionary at this time meant a commitment to oppose monarchical forms that had been established after the Vienna Congress, and to fight for liberty and freedom. Most of these revolutionaries also saw the creation of nation-states as a necessary part of this struggle for freedom. One such individual was the Italian revolutionary Giuseppe Mazzini, born in Genoa in 1807, he became a member of the secret society of the Carbonari. As a young man of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne, whose members were like-minded young men from Poland, France, Italy and the German states. Mazzini believed that God had intended nations to be the natural units of mankind. So Italy could not continue to be a patchwork of small states and kingdoms. It had to be forged into a single unified republic within a wider alliance of nations. This unification alone could be the basis of Italian liberty. Following his model, secret societies were set up in Germany, France, Switzerland and Poland. Mazzini’s relentless opposition to monarchy and his vision of democratic republics frightened the conservatives. Metternich described him as ‘the most dangerous enemy of our social order’. As conservative regimes tried to consolidate their power, liberalism and nationalism came to be increasingly associated with revolution in many regions of Europe such as the Italian and German states, the provinces of the Ottoman Empire, Ireland and Poland. These revolutions were 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. The first upheaval took place in France in July 1830. The Bourbon kings who had been restored to power during the conservative reaction after 1815, were now overthrown by liberal revolutionaries who installed a constitutional monarchy with Louis Philippe at its head. ‘When France sneezes’, Metternich once remarked, ‘the rest of Europe catches cold’. The July Revolution sparked an uprising in Brussels which led to Belgium breaking away from the United Kingdom of the Netherlands.

Question.1. In which place the Italian revolutionary Giuseppe Mazzini was born? Which secret society was joined by Giuseppe Mazzini?

Question.2. What was the basis of Italian unification? When did the first upheaval took place?

Question.3. What is the belief of Mazzini on nation?

Ans.1. The Italian revolutionary Giuseppe Mazzini was born in Genoa in 1807 AD. He joined the secret society of the Carbonari. Ans.2. (i) The liberty was the basis of Italian unification. (ii) The first upheaval took place in France in July 1830. Ans.3. Mazzini believed that God had intended nations to be the natural units of mankind.

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

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

Case Study Question 1:

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

Answer the following MCQ by choosing the most appropriate options:

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

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

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

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

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

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

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

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Question 2 - Case Based Questions - Chapter 1 Class 10 History - Rise of Nationalism in Europe - History

Last updated at April 18, 2024 by Teachoo

Read the source given below and answer the questions that follows:

One such individual was the Italian revolutionary, Giuseppe Mazzini. Born in Genoa in 1807, he became a member of the secret society of the Carbonari. As a young man of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne, whose members were like-minded young men from Poland, France, Italy and the German states. Mazzini believed that God had intended nations to be the natural units of mankind. So Italy could not continue to be a patchwork of small states and kingdoms. It had to be forged into a single unified republic within a wider alliance of nations. This unification alone could be the basis of Italian liberty. Following his model, secret societies were set up in Germany, France, Switzerland and Poland. Mazzini’s relentless opposition to monarchy and his vision of democratic republics frightened the conservatives. Metternich described him as ‘the most dangerous enemy of our social order’.

Question (i)

Where was giuseppe mazzini born, (d) liguria .

One such individual was the Italian revolutionary, Giuseppe Mazzini. Born in Genoa in 1807, he became a member of the secret society of the Carbonari.

Checking the options:

(A) Berne - There is no such mention of Berne in the paragraph. So, this option is not correct.
(B) Paris - There is no such mention of Paris in the paragraph . So, this option is not correct.
(C) Genoa - Giuseppe Mazzini, born in Genoa in 1807. So, this option is correct .
(D) Liguria - There is no such mention of Liguria in the paragraph. So, this option is not correct.

So, the correct answer is (C).

Question (ii)

Giuseppe mazzini was sent into exile in 1831 for attempting a revolution in __________., (b) liguria, (d) marseilles .

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CBSE Class 10
CBSE Class 10 Important Questions
CBSE Class 10 History Important Questions
History Chapter 1 The Rise Of Nationalism In Europe

CBSE Class 10 History Chapter 1 The Rise of Nationalism In Europe Important Questions

History is an integral part of CBSE Class 10 Social Science subject, and learning it can be exciting. Meanwhile, Chapter 1 of CBSE Class 10 History deals with how the idea of nationalism emerged in Europe. Some of the main topics and concepts covered in this chapter include the Rise of Nationalism in Europe, French Revolution, Liberal Nationalism, New Conservatism, Nationalism and Imperialism and more. These CBSE Class 10 History Chapter 1, The Rise of Nationalism In Europe Important Questions, cover these topics and help students to understand the concepts better. Students can solve these for practice. They may come across some of these questions in the board exam.

Students can clear their doubts about the chapter by solving these CBSE Class 10 History Important Questions and prepare well for the board exams. The links to download the PDF version of these questions are given in a link in this article.

Download CBSE Class 10 History Chapter 1 The Rise of Nationalism In Europe Important Questions PDF

Rise of Nationalism In Europe

1. In revolutionary France, who was given the right to vote?

a) Only men and women who owned property

c) All men and women

d) Only men who owned property

2 . What is the date of the demolition of the Bastille?

a) 17 July 1790

b) 9 June 1789

c) 14 July 1789

d) 14 May 1786

3 . What is the year in which the English Parliament seized power from the British Monarchy?

4. Summarise the attributes of a nation as Renan understands them. Why, in his view, are nations important?

5 . What did Liberal Nationalism stand for?

6 . Describe the political ends that List hopes to achieve through economic measures.

7 . Discuss the importance of language and popular traditions in the creation of national identity.

8. Describe the cause of the Silesian weavers’ uprising. Comment on the viewpoint of the journalist

9. What are the conditions that were viewed as obstacles to the economic exchange and growth of the new commercial classes during the 19th century in Europe?

10. How were liberty and equality for women to be defined?

11. Define the main aim of the French Revolutionaries.

12. Explain why the decade of the 1830s is known as the ‘great economic hardship’ in Europe. Give reasons.

13. What steps did the French revolutionaries take to create a sense of collective identity among the French people?

14. Briefly trace the process of German unification.

15. What are the ideas suggested by Johann Gottfried in promoting the true spirit of a nation? Explain.

16. What changes did Napoleon introduce to make the administrative system more efficient in the territories ruled by him?

17. Define the meaning of “Imperialism.”

18. Explain what is meant by the 1848 revolution of the liberals. What were the political, social and economic ideas supported by the liberals? Discuss.

19. Through a focus on any two countries, explain how nations developed over the nineteenth century.

20. Why did nationalist tensions emerge in the Balkans? Discuss.

21. What was the main aim of the French Revolutionaries?

22. Explain any three causes of conflict in the ‘Balkan area’ after 1871.

23. Write a note on:

The Role of Women in Nationalist Struggles
Guiseppe Mazzini

We hope these CBSE Class 10 History Chapter 1, The Rise of Nationalism In Europe Important Questions, must have helped students in their exam preparation. For more study material and the latest updates on the CBSE/ICSE/State Board/Competitive exams, keep visiting BYJU’S. Also, download the BYJU’S App for interactive study videos.

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The Rise of Nationalism in Europe Case-Based Extract ...
Case study-based extract questions on the chapter ‘The Rise of Nationalism’ are given here for students to practise such questions. Questions are a combination of MCQs and subjective questions as per the latest syllabus 2022-23. Contents show. Click here for more materials on CBSE Class 10 History. Class 10 Geography materials.
Case Study Questions Chapter 1 The Rise of Nationalism in Europe
Important Questions Class 10. Please refer to the Case Study Questions Chapter 1 The Rise of Nationalism in Europe with answers provided for Class 10 Social Science. These solved case study based questions are expected to come in the Class 10 Economics exam in the current academic year.
Case Based Questions Test: The Rise of Nationalism in Europe ...
Prepare for the Case Based Questions Test: The Rise of Nationalism in Europe within the Class 10 exam with comprehensive MCQs and answers at EduRev. Our platform offers a wide range of practice papers, question papers, and mock tests to familiarize you with the exam pattern and syllabus.
Case Study on The Rise of Nationalism in Europe Class 10 ...
To prepare for Class 10 The Rise of Nationalism in Europe Case Study Questions, you should review the key concepts and principles of The Rise of Nationalism in Europe, practice solving real-world problems, and familiarize yourself with the format and structure of case study questions.
The Rise of Nationalism in Europe Class 10 Case Study Social ...
Frequently Asked Questions (FAQs) on The Rise of Nationalism in Europe Class 10 Case Study Q1: What are case study questions? A1: Case study questions are a type of question that presents a detailed scenario or a real-life situation related to a specific topic.
Case Study Questions Chapter 1 The Rise of Nationalism in ...
STEP 1: Read the case study and questions carefully. Read the case and associated questions carefully. Highlight the main points of the case and any issues that you can identify. Read the questions closely and analyse what they are requiring you to do.
Case Study Questions for Class 10 Social Science History ...
Here we are providing case study questions for Class 10 Social Science History Chapter 1 The Rise of Nationalism in Europe. Case Study Question 1: In 1848, Frédéric Sorrieu, a French artist, prepared a series of four prints visualising his dream of a world made up of ‘democratic and social Republics’, as he called them.
Case Based Question - Chapter 1 Class 10 History - Rise of ...
Question (i) Where was Giuseppe Mazzini born? (a) Berne. (b) Paris. (c) Genoa. (d) Liguria. Answer. One such individual was the Italian revolutionary, Giuseppe Mazzini. Born in Genoa in 1807, he became a member of the secret society of the Carbonari. Checking the options: (A) Berne - There is no such mention of Berne in the paragraph.
CBSE Class 10 History Chapter 1 The Rise of Nationalism In ...
Find these CBSE Class 10 History Chapter 1 The Rise of Nationalism In Europe Important Questions and solve them for practice. Students can revise and understand the concepts of the chapter thoroughly by solving these questions.
CBSE Class 10 History The Rise of Nationalism in Europe Case ...
The Rise of Nationalism in Europe Case Study Questions (CSQ’s) Practice Tests. Timed Tests. Select the number of questions for the test: TopperLearning provides a complete collection of case studies for CBSE Class 10 History The Rise of Nationalism in Europe chapter.

The Rise of Nationalism in Europe Case-Based Extract Questions Class 10 History

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Question 2 - Case Based Questions - Chapter 1 Class 10 History - Rise of Nationalism in Europe - History

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Question (i)

Question (ii)

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CBSE Class 10 History Chapter 1 The Rise of Nationalism In Europe Important Questions

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