Xam Helper Class 10th Social Science History Novels, Society and History

Very Short Answer Questions

1. How did novels produce a number of common interests among varied readers?
1. As readers were drawn into the story and identified with the lives of fictitious characters, they could think about issues such as the relationship between love and marriage, the proper conduct for men and women and so on.
2. Which new groups formed the new readership for novels in England and France?
1. New groups of lower-middle-class people such as shopkeepers and clerks, along with the traditional aristocratic and gentlemanly classes in England and France formed the new readership for novels.
3. How did Walter Scott contribute in developing literary style while writing novel?
1. Walter Scott remembered and collected popular Scottish ballads which he used in his historical novels about the wars between Scottish clans.
4. Give an example of Epistolary novel.
1. Samuel Richardson’s ‘Pamela’, written in the eighteenth century, told much of its story through an exchange of letters between two lovers. These letters tell the reader of the hidden conflicts in the heroine’s mind.
5. What was the benefit of serialisation of novels in magazines?
1. Serialisation allowed readers to relish the suspense, discuss the characters of a novel and live for weeks with their stories—like viewers of televisions soaps today.
6. How do novels touch the lives of common people?
1. Novels do not focus on the lives of great people or actions that change the destinies of states and empires. Instead, they are about the everyday life of common people.
7. How did Charles Dickens’ novels depict the terrible effects of industrialisation?
1. Charles Dickens in his novel ‘Hard times’ describes Coketown, a fictitious industrial town, as a grim place full of machinery, smoking chimneys, polluted rivers, people and buildings that all looked the same.
8. What is depicted in Oliver Twist?
1. It is a tale of a poor orphan, who lived in the world of petty criminals and beggars but was later on adopted by a wealthy man and lived happily ever after.
9. What is shown in Emile Zola’s ‘Germinal’?
1. It is a story in the life of a young miner in France, who explores the harsh conditions of miners’ lives. It ends with the strike by hero, which fails and his co-workers turn against him and all hopes are shattered.
10. What could be seen in most of Thomas Hardy’s novels?
1. Thomas Hardy wrote about traditional rural communities of England that were fast vanishing. The old rural culture with its independent farmers was dying out.
11. What was the benefit of novels in Vernacular languages?
1. Vernacular languages were spoken by common people. By coming closer to the different spoken languages of the people, the novel produces a sense of a shared world between diverse people in a nation.
12. Name the famous novel of Jane Austen.
1. ‘Pride and Prejudice’.
13. What is depicted in Jane Austen’s novels?
1. They make us think about a society which encourages women to look for‘good’ marriages and find wealthy or propertied husbands
14. They make us think about a society which encourages women to look for‘good’ marriages and find wealthy or propertied husbands
1. They make us think about a society which encourages women to look for‘good’ marriages and find wealthy or propertied husbands
15. They make us think about a society which encourages women to look for‘good’ marriages and find wealthy or propertied husbands
1. R.L. Stevenson’s ‘Treasure Island’ and Rudyard Kipling’s ‘Jungle Book’ became great hits among younger generation.
16. Which love stories became famous among the adolescent girls?
1. ‘Ramona’ by Helen Hunt Jackson and a series entitled ‘What Katy did’ by Sarah Chauncey Woolsey were pretty popular among the adolescent girls.
17. What was the impact of colonialism on novels?
1. The novel originated in Europe at a time when it (Europe) was colonising the rest of the world. The early novels contributed to colonialism by making the readers feel that they were part of a superior community of fellow colonialists.
18. Give an early example of novel writing in India.
1. Banabhatta’s ‘Kadambari’ written in Sanskrit in the seventh century is an example.
19. Which was the earliest novel written in Marathi?
1. The earliest novel in Marathi was Baba Padmanji’s ‘Yamuna Paryatan’, which used a simple style of storytelling to speak about the plight of widows.
20. Who has written ‘Muktamala’?
1. Lakshman Moreshwar Halbes wrote ‘Muktamala’.
21. How did translations of the novels help people?
1. Translations of novels into different regional languages helped to spread the popularity of the novels and stimulated the growth of the novels in new areas.
22. Which was the first Malayalam novel published in 1889?
1. ‘Indulekha’ was the first Malayalam novel written in the modern form.
23. What was depicted in ‘Pariksha-Guru’?
1. Srinivas Das’s novel ‘Pariksha-Guru’ cautioned young men of well-to-do families against the dangerous influences of bad company and consequent loose morals.
24. Name the best-seller of Devaki Nandan Khatri.
1. His best-seller was ‘Chandrakanta’ – a romance with dazzling elements of fantasy.
25. Which novelist brought a change in Hindi novel writing?
1. It was with the writing of Premchand that the Hindi novel achieved excellence. He began writing in Urdu and then shifted to Hindi, remaining an immensely influential writer in both languages.
26. What is written in ‘Sewasadan’ of Premchand?
1. What is written in ‘Sewasadan’ of Premchand?
27. How could novels be read in groups?
1. Bankim Chandra Chattopadhyay would host a jatra in the courtyard where members of the family would be gathered. He also read his novel ‘Durgeshnandini’ to his friends in his room.
28. Why did Sarat Chandra Chattopadhyay become most popular novelist in Bengal?
1. By the twentieth century, the power of telling stories in a simple language made Sarat Chandra Chattopadhyay the most popular novelist in Bengal and probably in the rest of India.
29. How did novels help in establishing relationship with the past?
1. Many of the old thrilling stories of adventures and intrigues set in the past. Through glorified accounts of the past, these novels helped in creating a sense of national pride among their readers.
30. What kind of a character was of Indulekha of Chandu Menon?
1. Induleka was a woman of breath taking beauty, high intellectual abilities, artistic talent and highly educated in English and Sanskrit.
31. How has Madhavan, the hero of Indulekha been presented?
1. Madhavan was a member of the newly English educated class of Nayars from the University of Madras, a ‘First Rate Sanskrit Scholar’. He is dressed in western clothes but kept a long tuft of hair, according to the Nayar Custom.
32. Who was Rokeya Hossein?
1. Rokeya Hossein was a reformer who, after she was widowed, started a girl’s school in Calcutta. Her novel ‘Padmarag’ also showed the need for women to reform their conditions by their own actions.
33. Which novels show the life of upper caste people?
1. Novels like ‘Indirabai and Indulekha’ were written by members of the upper castes and were primarily about upper-caste characters.
34. What is depicted in ‘Saraswativijayam’?
1. It is a mounting strong attack on caste oppression. This novel shows a young man from an ‘untouchable’ caste, leaving his village to escape the cruelty of his Brahmin landlord.
35. Who wrote ‘Saraswativijayam’?
1. Potheri Kunjambu, a ‘lower-caste’ writer from North Kerala wrote this novel.
36. Name the novel written by Advaita Malla Burman.
1. Titash Ekti Nadir Naam’.
37. Which was the first historical novel written in Bengal?
1. VBhudeb Mukhopadhayay’s ‘Anguriya Binimoy’ was the first historical novel written in Bengal.
38. What do you know about Bankim’s ‘Anandamath’?
1. It’s a novel about a secret Hindu militia that fights Muslims to establish a Hindu kingdom. It was a novel that inspired freedom fighters.
39. What kind of characters are mostly depicted in Premchand’s novels?
1. In his novels, one meets aristocrats and landlords, middle-level peasants and landless labourers, middle-class professionals and people from the margins of society.
40. Which character is highlighted in Premchand’s novel ‘Rangbhoomi’?
1. The central character of ‘Rangbhoomi’ is Surdas. He is a visually impaired beggar from a so-called ‘untouchable’ caste. Surdas struggled against the forcible takeover of his land for establishing a tobacco factory.
41. Who are the main characters of Premchand’s novel ‘Godan’?
1. The novel tells the moving story of Hori and his wife Dhania, a peasant couple. Landlords, moneylenders, priests and colonial bureaucrats—all those who hold power in society from a network of oppression, rob their land and make them landless labourers. Yet Hori and Dhania retain their dignity to the end.

Short Answer Questions

1. How did novels take its first and firm root in England and France?
1. New groups of lower middle class people like shopkeepers and clerks, along with traditional aristocratic gentlemanly classes in England and France now became new readers of novels.
2. As readership grew, the market for books expanded and the earnings of authors increased.
3. This gave them independence to experiment with different literary styles.
4. In this way, most of the early and different styles of novels were written in England and France with an increased readership.
2. What were the advantages of vernacular novels?
1. They were written in the language of the common people.
2. By coming closer to the different spoken languages of the people, the novel produced a sense of shared world between diverse people in a nation.
3. Novels may take a classical language and combine it with the languages of the streets and can make them all a part of the vernacular that is used.
4. Novels bring together many cultures.
3. How did novels assist in the spread of silent reading?
1. By the late 19th century and early 20th century, written texts were often read aloud for several people to hear. Sometimes, novels were also read in this way, but in general, novels encouraged reading alone and in silence.
2. Individuals sitting at home or travelling in trains enjoyed them.
3. Even in a crowded room, the novel offered a special world of imagination into which the reader could slip into, and be all alone.
   In this way, reading a novel was more like daydreaming.
4. How did women get involved in the writing of novels?
1. The 18th century saw the middle classes become more prosperous, so women got more leisure time to read as well as write novels.
2. Novels also began exploring the world of women—their emotions and identities, their experiences and problems.
3. Many novels were about domestic life—a theme about which women were allowed to speak with authority.
5. How did early novels contribute to colonialism?
1. The novel originated in Europe at a time when it was colonising the rest of the world. The early novel contributed to colonialism by making the readers feel that they were part of a superior community of fellow colonialists. On the other hand, Indian novelists wrote to develop a modern literature for the country that could produce a sense of national belongingness and cultural equality with their colonial masters.
6. How did novel writing skills develop in India?
1. The modern novel form developed in the 19th century, as Indians became familiar with the Western novel.
2. The development of the vernaculars, print and reading public helped in this process.
3. Some of the earliest Indian novels were written in Bengali and Marathi. They used the simple style of storytelling.
7. How did Premchand revolutionise the writing of Hindi novels?
1. Premchand began writing in Urdu and then shifted to Hindi; being one ofthe mostinfluential writers in both languages.
2. His novels lifted the Hindi novel from the realm of fantasy, moralising and simple entertainment to a serious reflection on the lives of ordinary people and social issues.
3. He wrote in the traditional art of ‘Kissa-goi’.
8. What is the contribution of Basheer in the writing of novels?
1. Basheer’s short novels and stories were written in ordinary language that of a conversation.
2. With wonderful humour, Basheer’s novels spoke about details from the everyday life of a Muslim households.
3. He also brought into Malayalam writing and themes which were considered very unusual at that time—poverty, insanity and life in prisons.
9. How did G.A. Henty’s historical adventure novels for boys become popular?
1. G.A. Henty’s novels were also wildly popular during the height of the British Empire.
2. They aroused the excitement and adventure of conquering strange lands.
3. They were set in Mexico, Alexandria, Siberia and many other countries.
4. They were always about young boys who witnessed grand historical events, get involved in some military action and show what they called ‘English Courage.’
10. What kind of stories were taken for adoloscent girls in novels?
1. Love stories written for adoloscent girls also first became popular in this period, especially in the US.
2. Some of the works of farmers for that period were Romana by Helen Hunt Jackson.
3. Sarah Chauncy Woolsey had also written “What Katy Did”. He wrote under the pen name Susan Coolidge.
11. What do you know about earliest Indian novels?
1. Some of the earliest Indian novels were written in Bengali and Marathi.
2. The earliest novel in Marathi was Baba Padmanji’s ‘Yamuna Paryatan’, which used a simple style of story telling to speak about the plight of widows.
3. This was followed by Lakshman Moreshwar Halbe’s ‘Muktamala’. This was not a realistic novel; it presented an imaginary ‘romance’ narrative with a moral purpose.
12. How did the characters of Pariksha Guru attempt to bridge two different worlds?
1. In the novel, we see the characters attempting to bridge two different worlds through their actions; they take to new agricultural technology, modernise trading practices, change the use of Indian languages making them capable of transmitting both Western sciences and Indian wisdom.
13. How did ‘Durgesh Nandini’ written by Bankim Chandra Chattopadhyay become popular?
1. Besides the ingenius twists and turns of the plot and the suspense the novel was also relished for its language.
2. The prose style became a new object of enjoyment.
3. Initially, the Bengali novel used a colloquial style associated with urban life. It also used meyeli, the language associated with women’s speech.
4. This style was quickly replaced by Bankim’s prose, which was Sanskritised but also contained a more vernacular style.
14. How did vernacular novels become a valuable source of information on native life and customs?
1. Such information was useful for Britishers in governing Indian society, with its large variety of communities and castes.
2. As outsiders, the British knew little about life inside Indian households. The new novels in Indian languages often had descriptions of domestic life.
3. They showed how people dressed their forms of religious worship, their beliefs and practices and so on.
15. How did novels help in establishing a relationship with the past?
1. Many novels told thrilling stories of adventure and intrigues set in the past.
2. Through glorious account of the past, these novels helped in creating a sense of national pride among their readers.
3. At the same time, people from all walks of life could read novels so long as they shared a common language. This helped in creating a sense of collective belonging on the basis of one’s language.
16. What were the reasons for the popularity of novels among women?
1. It allowed for a new conception of womanhood.
2. Stories of Love—which were a staple theme of many novels—showed women who could choose or refuse their partners and relationships.
3. It showed women who could, to some extent, control their lives. Some women authors also wrote novels about women who changed the world of both men and women.
17. What do you know about Rokeya Hossein’s writings?
1. Rokeya Hossein was a reformer who, after she was widowed, started a girls’ school in Calcutta.
2. She wrote a satiric fantasy in English called ‘Sultana’s Dream’ which shows a topsy turvy world in which women take the place of men.
3. Her novel ‘Padmarag’ also showed the need for women to reform their condition by their own actions.
18. What kind of marriage alliance is shown in ‘Indulekha?’
1. This concerned the marriage practices of upper caste Hindus in Kerala, especially the Nambuthiri Brahmins and the Nayars.
2. Nambuthiris were also major landlords in Kerala at that time, and a large section of the Nayars were their tenants.
3. In late 19th century Kerala, a younger generation of English educated Nayar men who had acquired property and wealth on their own, began arguing strongly against Nambuthiri alliances with Nayar women.
   They wanted new laws regarding marriage and property.
19. 
    

Long Answer Questions

1. Explain the picture of the new middle class families,which the novel Pariksha Guru portrays.
1. Srinivas Das’s novel published in 1882, was titled Pariksha Guru. It cautioned young men of wellto-do families against the dangerous influences of bad company and consequent loose morals.The world of colonial modernity seems to be both frightening and irresistible to the characters.
1. In the novel, we see the characters attempting to bridge two different worlds through the actions they take.
2. They adopted new agricultural technology, modernised trading practices, changed the use of Indian languages, making them capable of transmitting both western sciences and Indian wisdom.
3. The young were urged to cultivate the ‘healthy habit’ of reading the newspapers.
4. But the novel emphasised that all this must be achieved without sacrificing the traditional values of middle class household.
2. What kind of caste war is shown in Indulekha?
1. Indulekha was a love story but it was also about a caste issue.
1. It is about the marriage practices of upper caste Hindus in Kerala, especially the Nambuthiri Brahmins and the Nayars.
2. A younger generation of English-educated Nayar men who had acquired property and wealth on their own, began arguing against Nambuthiri alliances with Nayar women. They wanted new laws regarding marriage and property.
3. In Indulekha, Suri Nambuthiri, a foolish landlord comes to marry Indulekha. The intelligent heroine rejects him and chooses Madhvan, an educated and handsome Nayar as her husband.
4. Suri Nambuthiri desperate to find a partner for himself, finally marries a poorer girl and goes away pretending that he has married Indulekha.
5. Another example is that of Potheri Kunjambu’s Saraswativijayam mounting an attack on caste oppression. This novel shows a young man from an ‘untouchable caste’ who runs away from his village to escape the cruelty of his Brahmin landlord.
6. Later on, he becomes a judge and returns to a local court as one. In the end of the trial, he reveals his true identity and then Nambuthiri repents and tries to reform his ways.
3. How were the effects of ‘Industrial Revolution’ reflected in the novels?
1. When Industrial Revolution began, factories came up, business profits increased but workers faced problems.
2. Cities expanded in an unregulated way and were filled with overworked and underpaid workers.
3. Deeply critical of these developments, novelists such as Charles Dickens wrote about the terrible effects of industrialisation on people’s lives and characters.
4. His novel Hard Times depicts a fictious industrial town as a grim place full of machinery, smoking chimneys and rivers polluted.
5. Dickens criticised not just the greed for profits but also the ideas that reduced human beings into simple instruments of production.
6. Dickens’ Oliver Twist is the tale of a poor orphan who lived in a world of petty criminals and beggars. Oliver was finally adopted by a wealthy man and lived happily everafter.
7. Emile Zola’s Germinal was written on the life of a young miner and ends on a sad note.
4. What kind of novels were written for the younger generations?
1. Most of the novels for the young were full of adventure and love stories.
1. Books like R.L. Stevenson’s Treasure Island and Rudyard Kipling’s Jungle Book became great hits.
2. G.A. Henty’s historical adventure novels for boys were also popular during the height of the British empire.
3. Love stories written for adolescent girls also became popular in this period.
4. In US Ramona by Helen Hunt Jackson and a series called, What Katy did by Sarah Woolsey, who wrote under the pen name Susan Coolidge also were very popular.
5. What is the contribution of the novel to colonialism?
1. The novel originated in Europe at a time when it was colonising the rest of the world.
2. The early novel contributed to colonialism by making the readers feel they were part of a superior community of fellow colonialists.
3. The hero of Daniel Defoe’s Robinson Crusoe is an adventurer and slave trader. His ship wrecked on an island; Crusoe treats coloured people not as human beings equal to him but as inferior creatures. He rescues a ‘native’ and makes him his slave and calls him ‘Friday’.
4. Crusoe’s behaviour was not seen as unacceptable as most of the writers of that time saw colonialism as natural.
5. Colonised people were seen as primitive and barbaric less than human, and colonial rule was considered necessary to civilise them, to make them fully human.
• It was later in the 20th century that some novelists depicted the darker side of colonial occupation.
6. Describe the development of novels in Bengal.
1. In the 19th century, the early Bengali novels lived in two worlds. Many of those novels were located in the past, their character, events and love stories were based on historical events.
2. Another group of novels depicted the domestic life in contemporary settings. Domestic novels frequently dealt with social problems and romantic relationships between men and women.
3. Novels were read individually. Sometimes, in a group also. The great Bangla novelist Bankim Chandra Chattopadhyay would host a ‘jatra’ in the courtyard, where novels were read aloud among family members.
4. The novel was also relished for its language. The prose style became a new object of enjoyment. They also used Mayeli, the language associated with women’s speech.
7. How did novels present modernity in their vision?
1. Social novelists often created heroes and heroines with ideal qualities, whom their readers could admire and imitate.
2. The characters in the novels show how to be modern without rejecting tradition; how to accept ideas coming from the west without losing one’s identity.
3. Chandu Menon portrayed Indulekha as a woman of breathtaking beauty, high intellectual abilities, artistic talent and with an education in English and Sanskrit.
4. Madhavan, the hero of the novel was a member of the newly English-educated class of Nayars from the university of Madras. He was also a Sanskrit scholar. He dressed in western clothes but had kept a long tuft of hair, according to the Nayar custom.
• Characters like Indulekha and Madhavan showed readers how Indian and foreign lifestyle could be brought together in an ideal combination.
8. Give a brief history of how ‘novel’ was born.
1. In ancient times, manuscripts were handwritten. These circulated among very few people.
2. In contrast, because of being printed, novels were widely read and became popular very quickly.
3. At this time, big cities like London were growing rapidly and becoming connected to small towns and rural areas through print and improved communications.
4. As readers were drawn into the story and identified with the lives of fictitious characters, they could think about issues such as the relationship between love and marriage, the proper conduct for men and women and so on. So novel is a modern form of literature, born from print, a mechanical invention.
9. What does epistolary mean? How were epistolary novels written?
1. Epistolary is written in the form of series of letters. The epistolary novel, used the private and personal form of letters to tell its story. Samuel Richardson’s Pamela written in the 18th century told much of its story through an exchange of letters between two lovers. These letters tell the readers of the hidden conflicts in the heroine’s mind.
10. What is the theme of Charlotte Bronte’s ‘Jane Eyre’?
1. In Charlotte Bronte’s Jane Eyre, published in 1874, young Jane is shown as independent and assertive.
2. While girls of her time were expected to be quiet and well behaved, Jane at the age of ten, protests against the hypocrisy of her elders with startling bluntness.
3. She tells her Aunt who is always unkind to her; ‘People think you a good woman, but you are bad. You are deceitful. I will never call you aunt as long as I live.’
4. Such stories allowed women readers to sympathise with rebellious actions. Often women novelists dealt with women who broke established norms of society before adjusting to them.
11. What do you know about Devaki Nandan Khatri’s bestseller ‘Chandrakanta’?
1. Chandrakanta is a romance with dazzling elements of fantasy—is believed to have contributed immensely in popularising the Hindi language and Nagri script among the educated classes of those times.
2. Although it was apparently written purely for the ‘Pleasure of reading’, this novel also gives some interesting insights into the fears and desires of its reading public.
12. What types of characters are portrayed in Chandu Menon’s novel ‘Indulekha’?
1. Menon portrayed Indulekha as a woman of breathtaking beauty, with high intellectual abilities, artistic talent and with an education in English and Sanskrit.
2. Madhavan,the hero of the novel, was also presented in ideal colours. He was a member of the newly English educated class of Nayars from the University of Madras.
3. He was also a ‘first-rate’ Sanskrit scholar.
4. He dressed in western clothes, but at the same time, he kept a long tuft of hair, according to the Nayar custom.
   Characters like Indulekha and Madhavan showed readers on how Indian and foreign lifestyles could be brought together in an ideal combination.
13. Why did Indulekha decide to marry Madhavan out of the way?
1. Suri Nambuthiri, the foolish landlord who comes to marry Indulekha, is the focus of much satire in the novel.
2. The intelligent heroine rejects him and chooses Madhavan, the educated and handsome Nayar as her husband and the young couple move to Madras, where Madhavan joins the civil services.
3. Suri Nambuthiri, desperate to find a partner for himself, finally marries a poorer relation from the same family and goes away pretending that he has married Indulekha.
4. Chandu Menon clearly wanted his readers to appreciate the new values of his hero and heroine and criticise the ignorance and immorality of Suri Nambuthiri.
14. What kind of life is depicted in the novel, “Titash Ekti Nadir Naam”?
1. It is an epic about the Mallas, a community of fisherfolk who live off fishing in the river Titash.
2. The story is about a child Ananta, whose parents were tragically separated after their wedding night.
3. Ananta leaves the community to get educated in the city. The novel describes the community life of Mallas in great detail,their Holi and Kali Puja festivals, boat races, bhatiali songs,their relationships of friendship and animosity with the peasants and the oppression of the upper castes.
4. Slowly the community breaks up and the Mallas start fighting amongst themselves as new cultural influences from the cities start penetrating their lives. The life of the community and that of the river is intimately tied. Their end comes together; as the river dries up, the community dies too.

Xam Idea Class 10th Social Science History  Novels, Society and History

Xam Helper Class 10th Social Science History Work, Life and Leisure

Very Short Answers Question

1. Who wrote the novel, ‘The Gods Visit Earth’?
1. In 1880, Durgacharan Ray wrote the novel—‘The Gods Visit Earth’.
2. How much impressed were the Gods by the marvels of the city?
1. The Gods were so impressed by the marvels of the teeming metropolis that they decided to build a museum and a High Court in Heaven.
3. Which aspects of Calcutta city disturbed the Gods?
1. The Gods were disturbed by its cheats and thieves, its grinding poverty and the poor quality of housing for many. They were also perturbed at the confusion of caste, religions and gender identities in the city.
4. What were the contrasting images of the city in Durgacharan Ray’s Novel?
1. The city seemed to offer a series of contrasting images and experiences—wealth, poverty, splendour and dirt, opportunities and disappointments.
5. For what reasons were ancient cities known as?
1. Cities were known for the big centres of political power, administrative network, trade and industry, religious institutions and intellectual activity and supported various social groups such as artisans, merchants and priests.
6. What is a metropolis?
1. It is a large densely populated city of a country or state, often the capital of the region. They combine political and economic functions for an entire region and support very large populations.
7. Why did people migrate from the rural areas to industrial cities of Britain?
1. The earlier industrial cities of Britain such as Leeds and Manchester attracted large numbers of migrants to the textile mills set up in the late 18th century.
8. What kind of people lived in London during 19th century?
1. London was a city of clerks and shopkeepers, of small masters and skilled artisans, of a growing number of semi-skilled and sweated outworkers, of soldiers and servants, of casual labourers, street sellers and beggars.
9. Which industries in London employed large number of workers?
1. Five major types of industries employing large workers were:
1. Clothing and footwears
2. Wood and furniture
3. Metals and Engineering
4. Printing and stationery
5. Surgical Instruments, watches and objects of precious metal.
10. What kind of criminals existed in London?
1.  These were criminals who lived by stealing lead from roofs, food from shops, lumps of coal and clothes drying on the hedges. There were also cheats, tricksters, pickpockets and petty thieves.
11. How did women increase family income in London?
1. A large number of women used their homes to increase family income by taking in lodgers or through such activities as tailoring, washing or matchbox making.
12. Which acts kept children away from Industrial work?
1. The Compulsory Elementary Education Act in 1870.
2. Factory Acts beginning from 1902.
13. What is a tenement?
1. Tenement is a run down and often overcrowded apartment house, especially in a poor section of a large city. Individual landowners put up cheap and usually unsafe tenements for the new arrivals.
14. Why were one room houses seen as serious threat to public health?
1. They were overcrowded, badly ventilated and lacked sanitation.
15. What steps were taken to clean up London?
1. Attempts were made to decongest localities, green the open spaces, reduce pollution and landscape the city.
16. What did architect Ebenezer Howard plan for London?
1. Architect and planner Ebenezer developed the principle of the Garden City, a pleasant space full of plants and trees, where people would both live and work.
17. How did Raymond Unwin and Barry Parker design the city of Earswick?
1. There were common garden spaces, beautiful views and great attention to detail. In the end, only well-off workers could afford these houses.
18. When was the first underground railway section opened in London?
1. The very first section of the Underground train in the world opened on 10th January, 1863 between Paddington and Farrington Street in London.
19. What was the role of family during Industrialisation?'
1. In the 18th century, the family had been a unit of production and consumption as well of political decision making. The function and the shape of the family were completely transformed by life in the industrial city.
20. What do you understand by the ‘theory of Individualism?’
1. It is a theory which promotes the liberty, rights or independent actions of the individual, rather than of the community.
21. What were Chartism and 10-hour movements?
1. Chartism was a movement demanding the vote for all adult males and the 10-hour movement limited the hours of work in factories.
22. How did wealthy Britishers use their leisure time?
1. Several cultural events like the opera, the theatre and classical music performances were organised for an elite group of 300–400 families in the late 18th century.
23. How did working class use their leisure time to relax?
1. Working class met in pubs to have a drink, exchange news and sometimes also to organise for political action.
24. Who was Baron Haussmann?
1. The chief architect of the new Paris was Baron Haussmann.
25. What does Haussmanisation mean?
1. Haussmanisation means forcible reconstruction of cities to enhance their beauty and impose order. The poor were evicted from the city to reduce the possibility of political rebellion and to beautify the city.
26. Why were Presidency cities called multi-functional cities?
1. These were multifunctional cities as they had major ports, warehouses, homes and offices, army camps as well as educational institutions, museums and libraries.
27. How did Britishers get control of Bombay?
1. In 1661, control of seven islands of Bombay were passed into British hands after the marriage of Britain’s King Charles II to the Portuguese princess.
28. How did British make use of Bombay City?
1. Bombay was the major outlet for cotton textiles from Gujarat. Later the city functioned as a port through which large quantities of raw materials such as cotton and opium would pass slowly. Bombay became an important administrative centre and then by the end of the nineteenth century, a major industrial centre.
29. What was the Bombay Fort Area?
1. The Bombay Fort Area which formed the heart of the city in the early 1800s was divided between a ‘native town’, where most of the Indians lived and a European or ‘white’ section.
30. Who lived in spacious bungalows in Bombay?
1. Richer Parsi, Muslims and upper caste traders and industrialists of Bombay lived in sprawling, spacious bungalows.
31. What were ‘Chawls’?
1. Chawls were multistoreyed structures, which had been built like the tenements of London. These houses were largely owned by private landlords like merchants, bankers and building contractors, looking for quick ways of ear
32. How were streets of Chawls used?
1. Streets were used for different types of leisure activities like magic of magicians, monkey players or performances of acrobats.
33. Who was a jobber?
1. A jobber in the mills helped migrants to get jobs in the mills, settled disputes, organised food supplies and also arranged informal credit for them.
34. What was the role of ‘The City of Bombay Improvement Trust’?
1. It was established in 1898. It focused on clearing of the poorer houses out of the city centre.
35. What does ‘reclamation’ mean?
1. It means attempting to make land suitable for building or farming. The reclaiming of marshy or submerged areas or other wasteland for settlements, cultivation or other use.
36. Which was the earliest reclamation project of Bombay?
1. The earliest project began in 1784. In it, the Bombay Governor William Hornby approved the building of the great sea wall, which prevented the flooding of the low-lying areas of Bombay.
37. How is Bombay depicted in the earliest filmy songs?
1. In the film CID (1956) hero’s buddy sings, “Ai dil hai Mushkil Jeena Yahan; Zara hatke zara bachke, yeh hai Bombay meri Jaan”, and in Guest House (1959) it was “Ziska Juta Usika Sar, dil hai chhote bada shahar, are vah re vah teri Bombai”.
38. Which was Bombay film Industry’s’ First film?
1. Raja Harishchandra in 1913, was the first film of Bombay, directed by Dadasaheb Phalke.
39. How did coal in Industrial cities of London raise serious problems?
1. In industrial cities such as Leeds, Bradford and Manchester, hundreds of factory chimneys spewed black smoke into the skies. People joked that most inhabitants of these cities grow up believing that the skies were grey and all vegetations were black
40. What was the main complaint of the people living around these cities?
1. People complained about the black fogs that descended on their towns, causing bad tempers, smoke-related illnesses and dirty clothes.
41. What did the people do to make their cities smoke free in Britain?
1. They forced the government to make laws to control smoke in the city. But smoke was not easy to monitor or measure, and owners got away with small adjustments to their machinery that did nothing to stop the smoke.
42. What were the main pollutants of Calcutta?
1. High level of pollution was due to the use of dung and wood as fuel by the people. But the main polluters were the industries and establishments that used steam engines run on coal.
43. When was the first smoke nuisance law passed in India?
1. In 1863, Calcutta became the first Indian city to get smoke nuisance legislation.
44. What was the impact of burning rice husk in Calcutta?
1. Residents complained that the air was filled with black soot which falls like drizzling rain from morning till night, and it was impossible to live.

Short Answers Question

1. Give three historical processes which have shaped modern cities in decisive ways.
1. The rise of industrial capitalism.
2. The establishment of colonial rule over large parts of the world.
3. The development of democratic ideas in many countries of the world.
2. How were the cities different from villages?
1. Towns and cities that first appeared on river valleys were larger in scale than any other human settlements.
2. Ancient cities could develop only when an increase in food supplies was made.
3. Cities were often the centres of political power, trade and industry, religious institutions and supported various social groups like artisans, merchants and priests.
3. What was the condition of children during the 18th and 19th centuries?
1. Large number of children were pushed into low-paid work, often by their parents.
2. A child was forced into crimes as it was thought that he could earn more from stealing than by making matchboxes a week.
3. It was only after the Compulsory Elementary Education Act, in 1870 and Factory Acts, in 1902 that children were kept out of industrial work.
4. What was the condition of poor labourers in London?
1. Factory or workshop owners did not house the migrant workers; instead, individual landowners put up cheap and unsafe tenements for the workers.
2. A study shows that about one million Londoners were very poor and were expected to live upto an average age of 29. These people were more than likely to die in a workhouse, hospital or lunatic asylum.
3. Better-off city dwellers demanded that slums be cleared away.
5. What steps were taken to clean up London?
1. Attempts were made to decongest localities, make the open spaces green, reduce pollution and landscape the city.
2. Large blocks of apartments were built.
3. Demands were made for new ‘lungs’ for the city and the idea of Green belt around London was offered.
6. What were the reasons for the breaking down of the family as an institution?
1. Women of the upper and middle classes faced higher level of isolation.
2. Ties between members of the household loosened and among the working class, the institution of marriage tended to break down.
3. Many social reformers felt that the family as an institution had broken down, due to working women so they need to push these women back into their homes
7. State how a city’s large population was both a threat and an opportunity.
1. In the severe winter of 1886, when outdoor work came to a standstill, the London’s poor exploded in a riot demanding removal of poverty.
2. Many shopkeepers closed their shops as thousands marched from Deptford to London. They were dispersed by the police.
3. A similar riot occurred in 1887, which was also brutally suppressed by the police and what is known as the Bloody Sunday of November 1887.
4. Two years later, thousands of dockworkers went on strike.
So, large masses could be drawn into political causes in the city. A large population in a city was therefore, both a threat and an opportunity.
8. How did industrialisation change the form of urbanisation in the modern period?
1. The earlier industrial cities of Britain such as Leeds and Manchester attracted large numbers of migrants to the textile mills set up in the late 18th century.
2. In 1851, more than three-quarters of the adults living in Manchester were migrants from rural areas.
3. The city of London was a powerful magnet for migrant populations.
9. What was the status of women folk in the conservative industrial towns?
1. Women of upper and middle classes faced higher level of isolation, although their lives were made easier by domestic maids.
2. Women who worked for wages had some control over their lives particularly among the lower social classes.
3. As women lost their industrial jobs and conservative people railed against their presence in public plans, women were forced to withdraw into their homes.
10. What was the role of a ‘Jobber’ in the chawls?
1. He settled disputes.
2. He organised food supplies, or arranged informal credit for the people in chawls.
3. He also brought important information on political developments.
11. What changes were brought in London city after the Industrial Revolution?
1. Older cities like London changed dramatically when people began pouring in after the Industrial Revolution.
2. Factory or workshop owners did not house the migrant workers.
3. Instead, individual landowners put up cheap and usually unsafe tenements for the new arrivals.
12. How did Charles Dickens in his novel ‘Dombey and Son’ depict the massive destruction in the process of construction of underground railway?
• Dickens had depicted the process of construction in the following manner:
• 19th century London was a city of clerks and shopkeepers, of small masters and skilled artisans, of soldiers and servants, of casual labourers, street sellers and beggars.
• “Houses were knocked down; streets broken through and stopped; deep pits and trenches dug in the ground; enormous heaps of earth and clay thrown up, there were a hundred thousand shapes and substances of incompleteness, wildly mingled out their plans, upside down, burrowing in the earth... .”
13. Describe the influx of migrants in Bombay.
1. Bombay became the capital of Bombay Presidency in 1819 after the Maratha defeat in AngloMaratha war. The city quickly expanded.
2. With the growth of trade in cotton and opium, large communities of traders and bankers as well as artisans and shopkeepers came to settle in Bombay.
3. The establishment of textile mills led to a fresh surge in migration.
14. How was ‘Marine Drive’ devised?
1. A successful reclamation project was undertaken by the ‘Bombay Port Trust’, which built a day dock between 1914 and 1918 and used the excavated earth to create the 22 acre Ballad Estate. Subsequently, the famous Marine Drive of Bombay was developed.

Long Answers Question

1. Briefly explain the rise of London as an industrial and modern city.
   OR
   “During the 19th century, the city of London was a powerful magnet for migrant population.” Support the statement with examples.
1. Industrialisation changed the form of urbanisation in the modern period.
2. The early industrial cities of Britain such as Leeds and Manchester attracted large number of migrants to the textile mills set up in the late 18th century.
3. The city of London was a powerful magnet for migrant populations, even though it did not have large factories.
4. London was a colossal city and its population expanded four-fold from 1 million to 4 million, as the Industrial Revolution attracted more and more people.
2. ‘Bombay was a Prime City of India.’ Justify by giving examples.
1. the Portuguese control.
2. In 1661, control of islands passed into British hands after the marriage of Britain’s King Charles II to the Portuguese princess.
3. The East India Company quickly shifted its base from Surat, its principal western port, to Bombay.
4. In the 19th century, the city functioned as a port through which large quantities of raw materials such as cotton and opium would pass.
5. Gradually, it also became an important administrative centre in Western India, and then, by the end of the 19th century, a major industrial centre.
3. Explain how a city like Calcutta faced the problem of environmental pollution.
1. Since the city was built on marshy land, the resulting fog combined with smoke, and generated a thick black smog.
2. High levels of pollution was due to the huge population that used dung and wood as fuel in their daily lives.
3. Main pollutants were the industries and establishments that used steam engines run on coal.
4. Rice mills of Tollygunge began to burn rice husk instead of coal, leading to black soot which fell like drizzling rain.
4. How did crime grow in London? How were authorities able to control them?
1. In London, there were about 20,000 criminals in the 1870s.
2. The police were worried about the law and order situation.
3. So the population of criminals was counted, their activities were watched and their ways of life were investigated.
4. In mid 19th century, Henry Mathew, wrote several articles on the London labour and those, who made their living from crime.
5. Many criminals were poor, who lived by stealing lead from roofs, food from shops, lumps of coal and clothes drying on the hedges.
6. There were cheats and tricksters, pickpocketers and petty thieves, crowding the streets of London.
7. In an attempt to discipline the population, the authorities imposed high penalties for crime and offered work to those, who were considered the ‘deserving poor’.
5. Describe the life in Chawls of Bombay.
1. Chawls were multi-storeyed structures built and owned by private landlords such as merchants, bankers and building contractors.
2. Each chawl was divided into smaller one-room tenements, which had no private toilets.
3. Many families could reside at a time in a tenement.
4. People had to keep the windows of their rooms closed even in humid weather due to close proximity of filthy gutters, buffalo stables, etc.
5. Though water was scarce, and people often quarrelled every morning for a turn at the tap, observers found that houses were kept quite clean.
6. How did people entertain themselves in the Chawls?
1. Liquor shops and akharas came up in every empty spot.
2. Magicians, monkey players or acrobats used to perform their acts on the streets.
3. The Nandi bull used to come to predict the future.
4. Chawls were also the place for the exchange of news about jobs, strikes, riots or demonstrations.
7. How did various architects develop the concept of Garden City of London?
1. Architect and planner Ebenezer Howard developed the principle oftheGarden city,a pleasant space full of plants and trees, where people would both live and work.
2. He believed this would also produce better quality citizen.
3. Following Howard’s ideas, Raymond Unwin and Barry Parker also designed the garden city of New Earswick.
4. There were common garden spaces, beautiful views and great attention to detail. Well off workers could afford these houses.
8. Did new spirit of individualism affect the family institution in cities?
1. The city of London encouraged a new spirit of individualism among both men and women and a freedom from the collective values that were a feature of the smaller rural communities.
2. Both men and women did not have equal access to this new urban space.
3. As women lost their industrial jobs, conservative people spoke against their presence in public spaces, women were forced to withdraw into their houses.
4. The public space became increasingly a male preserve and home was seen as the proper place for women.
   So this theory of individualism promoted liberty, rights or independent action of the individual, rather than of the community or the family.
9. What was the pace of development of cities in India in the early 20th century?
1. In a sharp contrastto western Europe,the Indian cities did not mushroom in the 19th century.
2. The pace of urbanisation in India was slow under the colonial rule.
3. In the early 20th century, not more than 11 per cent of Indians were living in the cities.
4. A large proportion of these urban dwellers were residents of the three Presidency cities, the multifunctional cities, having major ports, warehouses, homes and offices, army camps as well as educational institutions, museums and libraries.
10. Give a brief description of land reclamation in Bombay
1. The earliest project began in 1784. The Bombay governor William Hornby approved the building of the great sea-wall which prevented the flooding of the low lying areas of Bombay.
2. Since then, there have been several reclamation projects.
3. The need for additional commercial space in the mid 19th century led to the formulation of several plans both by government and private companies for the reclamation of more land from the sea.
4. In 1864, the Back Bay Reclamation Company won the right to reclaim the western foreshore from the tip of Malabar Hills to the end of Colaba.
5. Reclamation often meant levelling of the hills around Bombay.
6. As the population continued to increase rapidly in the early 20th century, every bit of available area was built over and new areas were reclaimed from the sea.

HOT 

1. Describe in brief how did ‘The city of Calcutta’ both amaze and confuse the Gods. OR Which features impressed the Gods when they visited Calcutta, as given in Durgaharan Ray’s novel, “The Gods visit Earth.”
1. In the novel, Brahma the creator took a train to Calcutta with some other Gods and was highly impressed.
2. They were wonderstruck by the big-modern city—the train, the large ships on the river Ganges, factories belching smoke, bridges and monuments and a number of shops selling a wide range of commodities.
3. The Gods were so impressed by the marvels of the teeming metropolis that they decided to build a Museum and a High Court in Heaven also.
4. The whole city was brimming with opportunities for trade and commerce, education and jobs.
5. Gods were disturbed by the city’s cheats and thieves, its grinding poverty and the poor quality of housing for many who lived in Jhuggis.
6. Brahma himself was tricked into buying a pair of cheap glasses and when he tried to buy a pair of shoes, he was greatly confused by the shopkeepers, who accused one another of being swindlers.
7. The Gods were also perturbed at the confusion of caste, religion and gender identities in the city.
8. All social distinctions that appeared to be natural and normal seemed to be breaking down.
2. State the main reason behind town planning in Bombay. How did it differ from total planning in London?
1. From its earliest days, Bombay did not grow according to any plan and houses, especially in the Fort area, which were scattered with gardens.
2. The Bombay Fort area which formed the heart of the city was divided between native town, where most of the Indians lived, and a European or ‘white section’.
3. With the rapid and unplanned expansion of the city, the housing and water supply became acute by the mid 1850s.
4. Like the European elite, the rich Parsis, Muslims and upper-caste traders and industrialists of Bombay lived in spacious bungalows.
5. In contrast, 70 per cent of the working class lived in thickly-populated chawls.
3. Why is Bombay a ‘city of dreams’ for some, while a city of hardship for others? Explain.
• Bombay was a city of dreams:
1. Bombay is even today called as ‘Maya Nagari’ ‘Mayapuri’ as it fulfills the dreams of many aspiring people to Join film world in this city.
2. Since British established cotton textile Industries, it attracted lot of workers from nearby regions for job opportunities. 
• Bombay was a city of hardships:
1. It’s a reclaimed elongated city located on a sea coast. It lacked housing facilities. Many people lived in hardships in small one room accommodation called chawls.
2. It is a costly city which made the life of daily wage earner very miserable.
3. People had to travel long distances to go to their work places.

Self

1. Name the designers of the Garden City of New Earswick.
2. Who wrote ‘The Butter Cry of Outcast London’?
3. In which year did the first cotton mill set up in Bombay?
4. Which company won the right to reclaim the Western foreshore of Bombay in 1864?
5. Mention the unique feature of the ‘Fort area’ of Bombay in early 1800s.
6. Who are philanthropists? Explain any two steps taken to control crime in London in 1870s.
7. Why did housing become an important concern for the people of London in the early 20th century? State measures to be taken to solve the problem.
8. Describe the people’s life conditions of Chawls in Bombay.
9. What steps were taken to clean London in the early and mid 20th century? Write 5 points.
10. Describe 5 problems of travelling in the underground railway of London.
11. Analyse the massive reclamation projects undertaken to develop Bombay.

Important Terms:

1. Metropolis: The capital or chief city of a country or region.
2. Urbanisation: It is predominantly the process by which towns and cities are formed and become larger as more people are living and working in central areas.
3. Philanthropist: A person who seeks to promote the welfare of others, especially by the generous donation of money to good causes.
4. Tenement: A run-down and often overcrowded apartment house, especially in a poor section of a large city. 5.
5. Asphyxiation: The state or process of being in the lack of supply of oxygen, which can result in unconsciousness or death; suffocation.
6. Individualism: The habit or principle of being independent and self-reliant.
7. Presidency cities: The British government in India had developed three administrative regions. These were known as ‘Presidencies’.
8. Anglo-Maratha War: There were three wars fought between the British East India Company and Maratha Empire in India.
9. Dockyard workers: A person employed in a port to load and unload ships; a dock.
10. Chawls: Chawls were multi-storeyed buildings which had been built around the 1860s.
11. Depressed Classes: The Act introduced the term ‘Scheduled Castes’, defining the group as ‘such castes, races or tribes, which appear to His Majesty in Council to correspond to the classes of persons formerly known as the ‘Depressed Classes’.
12. Reclamation: The process of claiming something back or of reasserting a right.
13. Nuisance: A person or thing causing inconvenience or annoyance.

Important Events:

• 1616 – Bombay came under the British Colonial control due to the marriage alliancebetween Britain’s King Charles II to the Portuguese Princess.
  1819 – Bombay became the capital of the Bombay Presidency after the Maratha defeat in the Anglo-Maratha War.
  1840s – Laws for controlling smoke in cities like Leeds, Manchester and Derby.
  1847 – Smoke Abatement Acts
  1854 – First cotton textile mill was established in Bombay.
  1863 – Calcutta became the first Indian city to get smoke nuisance legislation.
  1863 – First underground railways in the world opened between Paddingtion and Farrington street in London.
  1864 – The Back Bay Reclamation Company won the right of reclaiming the Western foreshore from the tip of Malabar Hills to the end of Colaba.
  1870 – Compulsory Education Act in Britain.
  1870s – Women demanded voting rights.
  1896 – Harishchandra Sakharam Bhatwadekar shot a scene of wrestling match in Bombay’s hanging garden and it became the India’s first movie.
  1898 – The city of Bombay Improvement Trust was established.
  1902 – Factory Act in Britain
  1917 – Russian Revolution
  1919-1926 – Women formed 23% of the mill workforce.
  1925 – Bombay became the capital of India.
  Late 1930s – Women’s jobs were increasingly taken over by machines or men.
  19th century – Chartism Movement – demanding voting rights for all adult males. (1838-1857)

Xam Idea Class 10th Social Science History  Work, Life and Leisure

Xam Helper Class 10th Social Science Section I Chapter 1 The Rise of Nationalism in Europe

Very Short Answer Questions

1. Who was Frederic Sorrieu?
1. Frederic Sorrieu was a French artist, who prepared a series of four prints, visualising his dream of a world made up of democratic and social republics.
2. To which country did the artist Frederic Sorrieu belong?
1. Artist Frederic Sorrieu belonged to France.
3. Why did French artist, Frederic Sorrieu prepare a series of print based on democratic and socialist republics in 1848?
1. To depict his Utopian vision where the people of the world are grouped as distinct nations, identified through flag and national costumes offering homage to the Statue of Liberty.
4. What does ‘Absolutist’ mean?
1. Precisely, a government or 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.
5. What was the concept of a ‘modern state’?
1. A centralised power exercised sovereign control over a clearly defined territory.
6. What does ‘Nation-state’ mean?
1. A nation state was the one in which the majority of its citizens and not only its rulers, came to develop a sense of common identity and shared history or descent.
7. What do the ideas of ‘la Patrie’ and ‘le Citoyen’ emphasize?
1. The ideas of ‘la Patrie’ and ‘le Citoyen’ emphasised the notion of a united community enjoying equal rights under a constitution.
8. Which new name was given to ‘The Estates General’?
1. ‘National Assembly’.
9. When did industrialisation begin in England and other parts of Europe?
1. Industrialisation began in England in the second half of the 18th century, but in France and parts of German states, it occurred only during the 19th century.
10. Which new social groups emerged after industrial revolution?
1. A working class population, and middle classes made up of industrialists, businessmen, professionals.
11. What is the origin of the word ‘Liberalism’? What did it mean?
1. The term ‘Liberalism’ is derived from the latin root ‘liber’, meaning free.
12. What was the meaning of the word ‘Liberalism’ for the new middle classes?
1. For the new middle classes, liberalism stood for freedom of the individual and equality of all before the law. Politically, it emphasised the concept of government by consent.
13. What was the strong demand of the emerging middle classes in Europe during nineteenth century?
1. The strong demand of emerging middle class in Europe was freedom of markets and the abolition of state imposed restrictions on the movement of goods and capital.
14. How did liberalism stand in the economic sphere?
1. 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.
15. What was Zollverein?
1. In 1834, a customs union or Zollverein was formed at the initiative of Prussia and was joined by most of the German states.
16. Why was Zollverein formed?
1. To harness economic interests which lead to national unification of Germany.
17. Which countries met at Treaty of Vienna?
1. 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.
18. Who hosted the Treaty of Vienna?
1. Austrian chancellor, Duke Metternich hosted this congress at Vienna in 1815.
19. What was the objective of Treaty of Vienna?
    OR
    What was the main aim of Treaty of Vienna 1815?
1. The aim was to reverse most of the changes that had come about in Europe during the Napoleonic war. The Bourbon dynasty, which had been deposed during the French Revolution was restored to power.
20. What was the main aim of revolutionaries of Europe during the years following 1815?
1. Aim of revolutionaries of Europe: To oppose monarchial forms of government.
21. Who was Giuseppe Mazzini?
1. Giuseppe Mazzini was an Italian revolutionary born in Genoa in 1807. He became a member of the secret society of Carbonari.
22. Which two underground societies were formed by Giuseppe Mazzini?
1. Young Italy in Marseilles.
2. Young Europe in Berne.
23. How did Metternich describe Mazzini?
1. Metternich described him as ‘the most dangerous enemy of our social order’.
24. Who were liberal nationalists?
1. The liberal nationalists belonged to the educated middle class elite, among whom were the professors, school teachers, clerks and members of the commercial middle classes.
25. What happened in the first upheaval of France in July 1830?
1. 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.
26. Name the Treaty of 1832 that recognised Greece as an independent nation.
1. Treaty of 1832: Constantinople Treaty.
27. Name the event that mobilised nationalist feelings among the educated elite across Europe in 1830–1848?
1. Event that mobilized nationalist feelings: The Greek War of Independence.
28. Who supported Nationalists of Greeks in their Independence war?
1. Nationalists in Greece got support from other Greeks living in exile and also from many west Europeans, who had sympathies for ancient Greek culture.
29. What was ‘Romanticism’ during the age of revolutions?
1. Romanticism was a cultural movement which sought to develop a particular form of nationalist sentiment.
30. What were the ideas of Romantic artists and poets on nationalism?
1. Romantic artists and poets generally criticised the glorification of reason and science. Instead it focused on emotions, intuition and mystical feelings. Their effort was to create a sense of a shared collective heritage, a common cultural past as the basis of a nation
31. What led to widespread pauperism in Europe?
1. The rise of food prices or a year of bad harvest led to widespread pauperism in town and country.
32. Why did weavers in Silesia revolt in 1845?
1. Weavers in Silesia had led a revolt against contractors who supplied them raw material and gave them orders for finished textiles but drastically reduced their payments.
33. What changes were brought in France after the events of February 1848?
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.
34. Who was Otto von Bismarck?
1. Bismarck was the Chief Minister of Prussia and was the architect of the unification of Germany. He carried out this process of unification with the help of Prussian army and bureaucracy.
35. How was unification of Germany ultimately achieved?
1. Three wars over seven years with Austria, Denmark and France ended in Prussian victory and completed the process of unification. In January 1871, the Prussian king, William I, was proclaimed German Emperor in a ceremony held at Versailles.
36. How was Italy fragmented before unification? Explain the political situation of Italy before its unification.
1. Italians were scattered over several dynastic states as well as the multi-national Habsburg Empire. During the middle of the 19th century, Italy was divided into seven states, of which only one, Sardinia-Piedmont, was ruled by an Italian Princely house.
37. Under whom, various states of Italy were ruled? Mention the lineages who ruled Italy.
1. 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.
38. Describe the role of Giuseppe Mazzini in Italy’s unification.
1. Mazzini had sought to put together a coherent programme for a unitary Italian Republic. He had formed a secret society, called ‘Young Italy’ for achieving his goal.
39. Highlight the contribution of Garibaldi in unification of Italy.
1. Apart from regular troops, a large number of armed volunteers under the leadership of Giuseppe Garibaldi joined the fight. In 1860, Italy marched into south Italy and the Kingdom of two Sicilies and succeeded in winning the support of the local peasants in order to drive out the Spanish rulers.
40. Who was proclaimed the King of United Italy in 1861?
1. Victor Emmanuel-II was proclaimed King of United Italy in 1861.
41. Was there any British nation existing before the 18th century?
1. There was no British nation prior to 18th century. The primary identities of the people who inhabited the British Isles were ethnic ones – such as English, Welsh, Scot or Irish. All of these ethnic groups had their own cultural and political traditions.
42. How did British combine the various ethnic nations?
1. All of these ethnic groups had their own cultural and political traditions. But as the English nation steadily grew in wealth, importance and power, it was able to extend its influence over the other nations of the islands.
43. How was Scotland gradually taken over by the British nation?
1. After the Act of Union between England and Scotland, England was able to impose its influence on Scotland. The growth of British identity meant that Scotland’s distinctive culture and political institutions were systematically suppressed. The Catholics in Scotland suffered terrible repression whenever they attempted to assert their independence.
44. How did Ireland become a part of United Kingdom?
1. Catholic revolts in Ireland against British dominance were suppressed. After a failed revolt led by Wolfe Tone and his United Irishmen, Ireland was forcibly incorporated into the United Kingdom in 1801.
45. How were the ideas of French Revolution propagated by the artists of that time?
1. French artists represented ideas of Liberty, Justice and Republic through symbols, female allegory and specific objects like Liberty as red cap or broken chains, while Justice is generally blindfolded woman carrying a pair of weighing scales.
46. What is an Allegory? State any one example to clarify the same
1. Allegory: When an abstract idea for instance; greed, envy, freedom, liberty is expressed through a person or a thing. It is symbolic. Examples: Statue of Liberty, Marianne, Germania, etc.
47. Which female Allegory was invested by artists in France?
1. In France, the nation’s allegory was named ‘Marianne’, a popular Christian name, which underlined the idea of a people’s nation.
48. What was the Allegory of Germany?
1. 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.
49. Name the Balkan countries.
1. The Balkan Nations comprise of Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, BosniaHerzegovina, Slovenia, Serbia and Montenegro, which were inhabited mostly by Slavs.
50. Why were Balkan nations in trouble?
1. A large part of the Balkans was under the control of the Ottoman Empire. The spread of the idea of romantic nationalism in the Balkans together with disintegration of the Ottoman Empire made this region very explosive.
51. How did the Anti-imperialist movements begin?
1. The anti-imperialist movements that developed everywhere were nationalist, in the sense that they all struggled to form independent nation states and were inspired by a sense of collective national unity, forged in confrontation with imperialism.
52. Who remarked “when France sneezes the rest of Europe catches cold”.
1. Metternich remarked, “when France sneezes, the rest of Europe catches cold.”
53. Who was proclaimed German Emperor in a ceremony held at Versailles in January 1871?
1. Kaiser William I of Prussia was proclaimed German Emperor in a ceremony held at Versailles in January 1871.
54. What was the meaning of liberalism in early nineteenth century in Europe?
1. LIBERALISM-stood for freedom for individual and equality for all before the laws.

Short Answer Questions

1. What changes were introduced after the French Revolution in France?
1. A centralised administrative system was put in place and it formulated uniform laws for all citizens within its territory. Internal custom duties and dues were abolished and a uniform system of weights and measures was adopted.
2. What was the main aim of the revolutionaries behind the French revolution?
1. The revolutionaries declared that it was the mission and the destiny of the French nation to liberate the people of Europe from despotism and to help other people of Europe to become nations.
3. After becoming the Monarch what changes were introduced by Napoleon?
1. 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.
4. How did Napoleonic trade benefitted the businessmen and small scale producers?
1. Businessmen and small scale producers of goods, in particular, began to realise that uniform laws, standardised weights and measures and a common national currency would facilitate the movement and exchange of goods and capital from one region to another.
5. How did the local population react to the French Rule?
1. Initially, at many places like Holland and Switzerland, the French armies were welcomed. But the initial enthusiasm soon turned to hostility and opposition as it became clear that the new administrative arrangements did not go hand in hand with the political freedom.
6. What does ‘Liberalism’ stand for, since the french revolution?
1. Since the French Revolution, liberalism has stood for the end of autocracy and clerical privileges. A constitution and representative government through parliament.
7. How was liberalism adopted in revolutionary France?
1. Revolutionary France, marked the first political experiment in liberal democracy. The right to vote and to get elected was granted exclusively to property owning men. Men without property and all women were excluded from the political rights.
8. What kind of conservative regimes were set up in 1815?
1. Conservative regimes did not tolerate criticism and dissent and sought to curb activities that questioned the legitimacy of autocratic government. 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. They were autocratic in nature.
9. What was Mazzini’s role in the unification of Italy?
1. 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 under alliance of nation.
10. How did Polish use their language as a weapon of national resistance against Russia?
1. Polish language was used for church gatherings and all religious instructions. As a result, a large number of priests and bishops were put in jail or sent to Siberia by Russian authorities as punishment for their refusal to preach in Russian. The use of Polish came to be seen as a symbol of the struggle against Russian dominance.
11. How did women retaliate for their rights in Germany?
1. Women formed their own political associations, founded newspapers and took part in political meetings and demonstrations. Despite this, they were denied suffrage rights during the election of the Assembly of Frankfurt Parliament.
12. How did Prussia outstrive in Germany?
1. The nation building process in Germany had demonstrated the dominance of Prussian state power. The new state placed a strong emphasis on modernising the currency, banking, legal and judicial systems in Germany.
13. Describe any three economic hardships faced by Europe in the 1830s.
• Economic hardships faced by Europe in the 1830s :
1. Enormous increase in population was seen all over Europe. In most countries, there were more seekers of jobs than employment. Population from rural areas migrated to the cities to live in over crowded slums.
2. Small producers in towns were often faced with stiff competition from imports of cheap machine made goods from England.
3. In Europe, where the aristocracy still enjoyed power, peasants struggled under the burden of feudal dues and obligations.
4. The rise of food prices as a result of bad harvest led to wide spread pauperism in town and country . 
14. Explain the concept of liberal nationalism which developed in Europe in early 18th century.
• Liberalism meant different things to different people.
• Political liberalism: 
• It stood for equality before the law.
• Revolutionary France marked the first political experiment in liberal democracy in which right to vote and get elected was granted exclusively to property-owning men.
• Men without property, and all women were excluded from political rights.
• Throughout the 19th and 20th centuries, women and non-propertied men organised opposition movements demanding equal political rights.
• Economic liberalism:
• It stood for freedom of markets and the abolition of state-imposed restrictions on the movement of goods and capital.
• Customs Union or ‘zollverein’ was formed in Prussia, joined by most of the German states.
• The Union abolished tariff barriers and reduced the number of currencies from over thirty to two.
15. What do you mean by conservatism? Highlight the main features of the beliefs.
1. Conservatism was a political philosophy that stressed the importance of the tradition and preferred gradual development to quick chang
• Features of the believers of conservatism: 
• They believed in established, traditional institutions of state and society.
• They believed in a monarchy, the Church, social hierarchies, etc.
• They did not propose a return to the society of pre-revolutionary days. Rather, they realised that modernisation could in fact, strengthen the traditional institutions like the monarchy.
16. Write three features of the painting of Frederic Sorrieu.
• Features:
• Men and women walking across the statue of liberty offering homage.
• Statue of liberty has a torch of enlightenment and Charter of the Rights of Man.
• On the Earth lie the shattered remains of the symbols of absolutist institutions.
17. How was France responsible in spreading nationalism to other parts of Europe?
1. Students and other members of educated middle classes began setting up Jacobin clubs like in France, in European countries.
2. Their activities and campaigns prepared the way for French armies which moved into Holland, Switzerland, Belgium and much of Italy in the 1970s.
3. With the outbreak of the revolutionary wars, the French armies began to carry the idea of nationalism abroad.
18. Give a short note on the Habsburg Empire.
1. It ruled over Austria-Hungary.
2. It was a patchwork of many different regions and people.
3. It included the Alpine regions — the Tyrol, Austria and the Sudetenland — as well as Bohemia, where the aristocracy was predominantly German-speaking.
4. It also included the Italian-speaking provinces of Lombardy and Venetia.
19. Which conditions in France depicted their political liberalism?
1. The right to vote and to get elected was granted exclusively to property-owning men.
2. Men without property and all women were excluded from political rights.
3. The Napoleonic Code went back to limited suffrage and reduced women to the status of a minor, subject to the authority of father and husband.
20. Explain the role of romanticism in national feeling. OR  “The development of nationalism did not come about only through wars and territorial expansion. Culture played an important role in creating the idea of the nation.” Elaborate upon the statement.
1. Romantic artists and poets created a sense of shared collective heritage, a common cultural past, as the basis of a nation.
2. It was through folk songs, folk poetry, and folk dances that the true spirit of the nation was popularised.
3. Emphasis was given on the vernacular language and the collection of folklore, to carry the modern nationalist message to large audiences
21. Describe the Silesian weavers’ uprising.
1. In 1845, weavers in Silesia had led a revolt against contractors who supplied them with raw materials and got finished goods. A crowd of weavers marched in pairs upto the mansion of their contractors, demanding higher wages. They smashed their windowpanes and also plundered the supply of cloth. As a result, the contractor fled away from his house with his family.
22. What kind of policy was followed by Bismarck? How did he manage to oust Austria from the German federation?
1. Bismarck followed the policy of ‘Blood and Iron’.
2. He was the architect of this process, which he carried out with the help of the Prussian army and bureaucracy.
3. Three wars were fought for over seven years with Austria, Denmark and France, which ended in the victory of Prussia and completed the process of unification.
23. Why did nationalist tensions emerge in the Balkans?
1. A large part of Balkans was under the control of the Ottoman Empire.
2. Ideas of nationalism in the Balkans with the disintegration of the Ottoman Empire made this region very explosive.
3. The rebellion nationalities in the Balkans thought of their struggles as attempts to win back their long lost independence.
24. How was the concept of ‘Nationalism’ introduced by the French Revolution?
1. France was a full-fledged territorial state in 1789 under the rule of an absolute monarch. The political and constitutional changes that came in the wake of the French Revolution led to the transfer of sovereignty from monarchy to a body of French citizens. The revolution proclaimed that it was the people who would, henceforth, constitute the nation and shape its destiny.
25. What was the political status of Europe before the concept of ‘Nation States’?
1. Germany, Italy and Switzerland were divided into kingdoms, duchies and cantons whose rulers had their autonomous territories.
2. Eastern and Central Europe were under autocratic monarchies within the territories of which lived diverse people. 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.
26. Describe any three conditions that led to the formation of the British Nation State.
• The conditions that led to the formation of the British Nation State were:
1. The primary identities of the people who inhabited the British Isles were ethnic ones – such as English, Welsh, Scot or Irish. All of these ethnic groups had their own cultural and political traditions. But as the English nation steadily grew in wealth, importance and power, it was able to extend its influence over the other nations of the islands.
2. The English parliament, which had seized power from the monarchy in 1688 at the end of a protracted conflict, was the instrument through which a nation-state, with England at its centre, came to be forged.
3. The Act of Union (1707) between England and Scotland that resulted in the formation of the ‘United Kingdom of Great Britain’ meant, in effect, that England was able to impose its influence on Scotland. The British parliament was henceforth dominated by its English members.
27. What do you understand by ‘Economic liberalism’?
• In the economic sphere, liberalism stood for the freedom of markets and the abolition of stateimposed restrictions on the movements of goods and capital.
• In German-speaking regions during Napolean’s rule, there were 39 states, each of it possessed its own currency and weights and measures.
• A merchant travelling from Hamburg to Nuremberg to sell his goods had to pass through 11 customs barriers and pay a customs duty of about 5 per cent at each one of them.
28. How did liberal nationalism develop in Europe?
• 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 Ottoman Europe, Ireland and Poland.
• These revolutions were led by the liberal nationalists belonging to the educated middle class elite. Among them, there were professors, school-teachers, clerks and members of the commercial middle classes, who all believed in liberal nationalism and wanted to fight for it.
29. How were the feelings of nationalism kept alive by the people of Poland?
1. Poland had been partitioned at the end of the 18th century by the Great Powers—Russia, Prussia and Austria. Even though Poland no longer existed as an independent territory, nationalist feelings were kept alive through music and language. Karol Kurpinski, celebrated the national struggle through his operas and music, turning folk dances like the polonaise and mazurka into nationalist symbols.
30. What conditions prevailed in 1848 France?
1. The year 1848 was the year of food shortages and widespread unemployment. It brought the population of Paris on the roads.
2. Barricades were erected and Louis Phillippe was forced to flee.
3. A National Assembly proclaimed a Republic, granted suffrage to all adult males above the age of 21 and guaranteed the right to work. National workshops to provide employment were also set up.
31. Were anti-imperial movements nationalist? Could the anti-imperialists movements be considered as nationalist movements?
1. Yes, the anti-imperial movements could be considered as nationalist as it was the struggle to form an independent nation-states and were inspired by a sense of collective national unity, forged in confrontation with imperialism. European ideas of nationalism were nowhere replicated, for people everywhere developed their own specific variety of nationalism. But the idea that societies should be organised into ‘nation-states’ came to be accepted as natural and universal
32. ‘Ideas of national unity in the early nineteenth century Europe were closely allied to the ideology of liberalism’. Support the statement with arguments.
• Liberalism Liberalism stood for freedom for the individual and equality of all before the law. Politically, it emphasized the concept of government by consent.
1. Derived from’ liber’ means free
2. Stood for freedom for all and equality for all before the law
3. Politically –Govt. by consent
4. Universal suffrage, right to vote for all
5. French revolution stood for the end of autocracy and clerical privileges, a constitution and representative govt. through parliament.
6. Struggles for equal political rights.
7. It stressed on Economically, inviolability of private property.
8. Freedom of markets and abolition of state restrictions.
9. Any other relevant point
33. The 1830s were years of great economic hardship in Europe. Explain how?  OR “The decade of 1830 had brought great economic hardship in Europe”. Support the statement with arguments. OR  What was the status of people in Europe during economic hardships in 1830s?
1. There was enormous increase in population all over Europe. In most countries there were more seekers of jobs than employment.
2. Population from rural areas migrated to the cities to live in overcrowded slums.
3. Small producers in towns were often faced with stiff competition from imports of cheap machine-made goods from England.
4. In those regions of Europe where the aristocracy still enjoyed power, peasants struggled under the burden of feudal dues and obligations.
5. The rise of food prices or a year of bad harvest led to widespread pauperism in town and country
34. How had the female figures become an allegory of the nation during nineteenth century in Europe? Analyse.
• The female figures as an allegory of the nation:
1. Artists found a way out to represent a country in the form of a person.
2. Then nations were portrayed as female figures.
3. The female figure was chosen to personify the nation. It did not stand for any particular woman in real life.
4. It gave the abstract idea of the nation a concrete form.
5. Thus, the female figure became an allegory of the nation.
6. During the French Revolution, artists used the female allegory to portray idea such as Liberty, Justice and the Republic.
35. “Culture had played an important role in the development of nationalism in Europe during eighteenth and nineteenth centuries.” Support the statement with examples.
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. emotions, intuition and mystical feelings were not focused.
3. their effort was to shared collective heritage, a common cultural past, as the basis of a nation.
4. They criticized the glorification of reason and science.
5. German philosopher Johann Gottfried popularised true spirit of nation through folksongs, folk poetry and folk dance.
36. ‘The idealistic liberal-democratic sentiment of nationalism became a narrow creed with limited ends.’ Support the statement in the context of Balkan nationalism in the early 19th century.
• The Balkans comprised modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia,Bosnia-Herzegovina, Slovenia, Serbia and Montenegro.
1. The disintegration of the ruling Ottoman Empire and the spread of the ideas of romantic nationalism made this area explosive.
2. The European subject nationalities started breaking from its control to declare independence.
3. The Balkan revolutionaries’ acts were directed to gain back the long-lost independence.
4. The Balkan States were fiercely jealous of each other and wanted to gain more territory at the expense of the other.
5. There was intense rivalry among the European powers over trade, colonies, naval might and military might. European powers such as Russia, Germany, England and Austro-Hungary  were keen on opposing the hold of other powers over the Balkans for extending their own area of control.
6. All these events ultimately triggered the First World War (1914).
37. Explain the dominance of landed aristocracy in Europe.
1. Socially and politically, a landed aristocracy was the dominant class in 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.

Long Answer Questions

1. Briefly explain the process of unification of Italy.
1. Political Fragmentation: Like Germany, Italy was also politically fragmented. During the middle of the 19th century, Italy was divided into seven states, of which only one, Sardinia–Piedmont was ruled by an Italian Prince.
2. Role of Mazzini: Giuseppe Mazzini made efforts to unite Italian Republic. He had formed a secret society called ‘Young Italy’ for achieving his goal.
3. Role of Count Cavour: He was the chief minister who led the movement to unify Italy. He formed a tactful diplomatic alliance with France and defeated the Austrian forces.
4. Role of Giuseppe Garibaldi: Garibaldi also formed armed volunteers. In 1860, they marched into South Italy and the Kingdom of Two Sicilies and succeeded in driving out the Spanish rulers.
In 1861, Victor Emmanuel II was proclaimed King of United Italy.
2. What conditions led to the development of a new middle class in Europe?
1. In Western Europe and parts of Central Europe, the growth of industrial production and trade meant the growth of towns and the emergence of commercial classes whose existence was based on production for the market.
2. Industrialisation began in England in the second half of the 18th century, but in France and parts of the German States, it occurred only during the 19th century.
3. In its wake, new social groups came into being, a working class population and middle classes made up of industrialists, businessmen and professionals.
4. In Central and Eastern Europe, these groups were smaller in numbers till late 19th century.
5. It was among the educated, liberal middle classes that ideas of national unity following the abolition of aristocratic privileges gained popularity.
3. Who hosted ‘Vienna Congress’ in 1815 ? Analyse the main changes brought by the ‘Vienna Treaty.’OR Describe the main clauses of the Treaty of Vienna of 1815
• The main clauses of the Treaty of Vienna signed in 1815 were:
• Vienna Congress: The Congress was hosted by the Austrian Chancellor “Duke Metternich”.
1. The Bourbon dynasty which had been deposed during the French Revolution was restored to power.
2. France lost the territories it had annexed under Napoleon.
3. A series of states were setup on the boundaries of France to prevent French extension in future.
4. Kingdom of the Netherlands, included Belgium was setup.
5. Prussia was given important new territories on its western frontiers.
4. What was Zollverein? Why was it formed?
1. In 1834, the customs union of Zollverein was formed at the initiative of Prussia and was joined by most of the German states.
   1. The union abolished tariff barriers and reduced the number of currencies from over thirty to two.
   2. The creation of a network of railways further stimulated mobility, harnessing economic interests to national unification.
   3. A wave of economic nationalism strengthened the wider nationalist sentiments growing at the time.
   4. Varied currencies and weights and measures were obstacles to economic growth, so the creation of a unified economic territory allowing the unhindered movement of goods, people and capital was needed. So, Zollverein was formed.
5. What kinds of conservative regimes were set up in 1815? What did liberals think about them?
1. Conservative regimes set up in 1815 were autocratic.
   1. They did not tolerate criticism and dissent and sought to curb activities that questioned the legitimacy of tyrannical governments.
   2. 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.
   3. The memory of the French Revolution nonetheless, continued to inspire liberals.
   4. One of the major issues taken up by the liberal nationalists (who criticised the new conservative order) was freedom of the press.
6. Give a brief description of the French Revolution of 1830
• 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. Metternich once remarked, “When France sneezes, the rest of Europe catches cold.” The July Revolution sparked an uprising in Brussels which led to Belgium breaking away from the United Kingdoms of the Netherlands.
7. Explain how folklore, folk songs raised the spirit of nationalism in Europe.
• It was through folk songs, folk poetry and folk dances that the true spirit of the nation was popularised. So, collecting and recording these forms of folk culture was essential to the project of nation building. The emphasis on vernacular languages and the collection of local folklore was not just to recover an ancient national spirit, but also to carry the modern nationalist message to large audiences who were mostly illiterate. In Poland, they popularised their language, folk stories, folk songs and folk dances to propagate nationalism among Polish people, who were under the rule of Russia, Prussia and Austria.
8. How did the Polish language work as a symbol of struggle against Russian dominance?
• Language too played an important role in developing nationalist sentiments.
• After Russian occupation, the Polish language was forced out of schools and the Russian language was imposed everywhere. In 1831, an armed rebellion against Russian rule took place which was ultimately crushed. Following this, many members of the clergy in Poland began to use language as a weapon of national resistance. Polish was used for church gathering and all religious instructions. As a result, a large number of priests and bishops were put in jail or sent to Siberia by the Russian authorities as punishment for their refusal to preach in Russia. The use of Polish came to be seen as a symbol of the struggle against Russian dominance.
9. What do you understand by the term ‘allegory’? How did a female figure become an allegory of a nation?
• When an abstract idea is expressed through a person or a thing, it is called an allegory. It is the personification of a country.
• While it is easy enough to represent a ruler through a portrait or a statue, it is difficult to give a face to a nation. Artists in the 18th and 19th 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 would give an abstract idea of the nation in concrete form. This is how the female figure became an allegory of the nation.
10. What conditions of Balkan areas led to World War I?
1. As the different Slavic nationalities struggled to define their identity and independence, the Balkan area became an area of intense conflict.
2. The Balkan states were fiercely jealous of each other and each hoped to gain more territory at the expense of others.
3. During this period, there was intense rivalry among the European powers over trade and colonies as well as army and naval might.
4. These rivalries were very evident in the way the Balkan problems unfolded.
5. Each power—Russia, Germany, England, Austria-Hungry—was keen on countering the hold of other powers over the Balkans and extending its own control over the area. This led to a series of wars in the region and finally the First World War.
11. Explain the Napoleonic Code. OR What were the advantages and disadvantages of the Napoleonic code?
1. Advantages:
   1. Established equality before law.
   2. Abolished all privileges based on birth.
   3. Simplified administrative divisions.
   4. Granted the right to property to French citizens.
   5. Abolished feudal system and freed peasants from serfdom.
   6. Eliminated restrictions on guilds in town.
   7. Made efforts to improve transport and communication.
   Disadvantages:
   But this initial enthusiasm soon turned into hostility and opposition when it became visible that the new administrative arrangements do not go hand in hand with the political freedom. Censorship, taxation, forced conscription into the French armies required to conquer the rest of Europe, all seemed to outweigh the advantages of the administrative changes.
12. Explain the nation building process of Germany. OR  Examine the ‘Nation State Building’ process in Germany after 1848.
1. `German Unification
1. After 1848, nationalism in Europe moved away from its association with democracy and revolution.
2. Nationalist sentiments were often mobilized by conservatives for promoting state power and achieving political domination over Europe.
3. Nationalist feelings were widespread among middle-class Germans in 19 century.
4. In 1848 they tried to unite the different regions of the German confederation into a nationstate governed by an elected parliament.
5. This liberal initiative to nation-building was repressed by the combined forces of the monarchy and the military, supported by the large landowners (called Junkers) of Prussia.
6. Prussia took on the leadership of Otto von Bismarck, who became the architect of this process.
7. Three wars over seven years – with Austria, Denmark and France – ended in Prussian victory and completed the process of unification.
8. In January 1871, the Prussian king, William I, was proclaimed German Emperor.
13. Analyse the measures and practices introduced by the French revolutionaries to create a sense of collective identity amongst the French people.
• Measures and practices introduced by the French revolutionaries for collective identity:
1. The ideas of la patrie and le citoyen emphasized.
2. A new French flag, the tricolor was chosen.
3. The Estate General was elected by the active citizens.
4. The elected body of active citizens renamed as National Assembly.
5. New hymns were composed.
6. Oaths were taken.
7. Martyrs commemorated.
8. A centralized administrative system was implemented.
9. Formulated uniform laws.
10. A uniform system of weights and measures were adopted.
11. French became the common language of the nation.
14. In Britain, the formation of the nation-state was not the result of a sudden upheaval or revolution. Validate the statement with relevant arguments.
1. In Britain, the formation of the nation-state was not the result of a sudden upheaval or revolution. It was the result of a long-drawn-out process.
• Role of ethnic groups: their cultural identities
• Steady growth of the English nation steadily in case of wealth, importance and power, it was able to extend its influence over the other nations of the islands.
• The Act of Union 1707—between England and Scotland.
• The growth of the British identity.
• Language and religious policies.
15. “Napoleon had destroyed democracy in France but in the administrative field he had incorporated revolutionary principles in order to make the whole system more rational and efficient.” Analyse the statement with arguments.
• Napoleon had destroyed democracy in France but in administrative field he had incorporated revolutionary principles in order to make the whole system more rational and efficient.
1. All privileges based on birth were removed.
2. He had established equality before law.
3. Right to property was given.
4. Simplified administrative divisions were made.
5. Feudal system was abolished and freed peasants from serfdom and manorial dues.
6. Guild restrictions were removed.
7. Transport and communication systems were improved.
16. “Nationalism no longer retained its idealistic liberal democratic sentiment by the last quarter of the nineteenth century in Europe.” Analyse the statement with examples.
• Nationalism in Europe- The Balkans:
1. During this period, nationalist groups become increasingly intolerant of each other.
2. Manipulations of the nationalist aspirations were there.
3. The Balkan was under the control of the Ottoman Empire.
4. Ideas of romantic nationalism spread in the Balkan.
5. They claimed 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 domination.
6. Russia, Germany, England, Austria-hungry were keen on countering the hold of other powers over the Balkans.
7. This led to a series of wars in the region and finally the First World War.

HOT Answer Questions

1. Which conditions were viewed as obstacles to economic exchange & growth by the new commercial classes during Napoleon’s rule?
1. Following conditions were viewed as obstacles to economic exchanges & growth by the new commercial classes:
1. There was an enormous increase in population.
2. Feudal system, serfdom and manorial dues were taxing for the poor landless peasants.
3. There were no standardised weights and measures and neither a common national currency.
4. There was an increased taxation, censorship, forced recruitment into the French armies to conquer Europe.
5. There was no freedom to peasants, artisans, workers and new businessmen.
2. How was Europe closely allied to the ideology of liberalism?
1. Ideas of national unity in early 19th century Europe were closely allied to the ideology of liberalism.
2. The term ‘liberalism’ is derived from the Latin word ‘liber’ which means free.
3. For the new middle classes, liberalism stood for freedom for the individual and equality of all before law.
4. Politically, it emphasised the concept of government by consent.
5. Since the French Revolution, liberalism had stood for the end of autocracy and clerical privileges, a constitution and representatives government through parliament.
3. “The Habsbury Empire that ruled over Austria-Hungry, was a patchwork of many different regions and peoples.” Justify the statement with suitable examples.
1. Eastern and Central Europe were under autocratic monarchies within the territories of which lived diverse people.
2. They did not see themselves as sharing a collective identity or a common culture.
3. The Habsburg empire that ruled over Austria-Hungry, for example, was a patchwork of many different regions and people.
4. It included the Alpine regions—the Tyrol, Austria and the Sudetenland— as well as Bohemia, where the aristocracy was predominantly German speaking.
5. It also included the Italian speaking princes of Lombardy and Venetia.
6. In Hungry, half of the population spoke Magyar while the other half spoke a variety of dialects.
7. In Galicia, the aristocracy spoke Polish.
8. Besides these three dominant groups, there also lived within the boundary of empire, a mass of subject peasant peoples — Bohemians, Slovaks to the north, slovens in Carniola, Croats in the south and Romans to the east in Transylvania.
   The only tie binding these diverse groups together was a common allegiance to the emperor.
4. “Vernacular language and local folklores carried modern nationalist message to large audiences, who were mostly illiterate.” Justify with suitable examples.
1. Vernacular languages and local folklores played an important role in creating the idea of nation in Europe.
2. This was especially so in the case of Poland which had been partitioned by the great powers — Russia, Prussia & Austria.
3. Karol Kurpinski of Poland celebrated the national struggle through his operas and music, turning folk dances like the Polonaise, Mazurka into nationalist symbols.
4. After Russian occupation, the Polish language was forced out of schools and the Russian language was imposed everywhere.
5. Many members of the clergy in Poland began to use language as a weapon of national resistance.
6. Polish was used for church gatherings and all religious instructions.
7. As a result a large number of priests and bishops were put in jail or sent to Siberia by the Russian authorities.
8. The use of Polish came to be seen as a symbol of struggle against Russian dominance.
5. Why was the issue of extending political rights to women a controversial one within the liberal movement in 1848? What do these revolutions reveal about political conflicts due to gender differences?
1. Parallel to the revolts of poor, unemployed and starving peasants and workers in many European countries in the year 1848, a revolution led by the educated middle classes was underway.
2. 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.
3. In other parts of Europe where independent nation states did not exist —such as Germany, Italy, Poland, the Austro-Hungarian Empire—men and women of the liberal middle classes combined their demands for constitutionalism with national unification.
4. The issue of extending political rights to women was a controversial one within the liberal movement, in which large number of women had participated actively over the years.
5. Women had formed their own political associations, founded newspapers and taken part in political meetings and demonstrations.
6. Despite this, they were denied suffrage rights during the elections of the Assembly.
7. When the Frankfurt Parliament was held in Church of St. Paul’s, women were admitted only as observers to stand in visitor’s gallery.
6. Explain the statement “When France sneezes, the rest of Europe catches cold.”
1. Most of the European countries followed France persistently.
2. The first upheavel took place in France in July 1830.
3. 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.
4. ‘When France sneezes, the rest of Europe catches cold’ was spoken by Metternich.
5. The July revolution sparked an uprising in Brussels which led to Belgium breaking away from the United Kingdom of the Netherlands.
6. An event that mobilised nationalist feelings among the educated elite across Europe was the Greek war of Independence.
7. ‘‘The first clear expression of nationalism came with the ‘French Revolution’ in 1789.’’ Examine the statement.
1. “The first clear expression of Nationalism came with the ‘French Revolution’ in 1789”:
1. The political and constitutional changes that came in the wake of the French revolution led to the transfer of sovereignty from the monarchy to a body of French citizens.
2. Sense of collective belonging with La Patrie (the fatherland) and Le Citoyen (the citizen).
3. Formation of National Assembly.
4. Hymns were composed and oaths were taken.
5. Centralised and uniform laws were introduced.
6. Internal customs duties and dues were abolished and a uniform system of weights and measure were adopted.
7. French became the common language of the nation.
8. With the outbreak of the revolutionary wars, the French armies began to carry the idea of nationalism abroad.

Self

1. In which year the ‘Treaty of Vienna’ was signed?
2. In which years unification of Germany took place?
3. Who remarked “when France sneezes, the rest of Europe catches cold”?
4. Who was proclaimed the king of United Italy in 1861?
5. What was the ‘Treaty of Constantinople’ of 1832?
6. What type of conservative regime was set up in 1815 in Europe?
7. What was the impact of treaty of Vienna (1815) on European people? Write any three points.
8. Explain any four reasons how the initial enthusiasm of the people of France soon turned to hostility after Napoleon’s takeover of France?
9. How did Romanticism seek to develop a particular form of nationalists sentiments during the 18th century? Explain.
10. ‘The decade of 1830 had brought great economic hardship in Europe’ support the statement with arguments.
11. Describe the causes of the Silesian weavers’ uprising.
12. Explain the role of Giuseppe Mazzini in the unification of Italy.
13. Describe the stages of unification of Germany.
14. Highlight the strange case of Britain.
15. How did nationalism develop through culture in Europe? Explain.
16. Describe the 1848 revolution of the liberals. Highlight the political, social and economic ideas supported by the liberals.

Important Terms:

1. Republic: It’s a state where the supreme power is held by the people and their elected representatives. The president is either appointed through elections or nomination.
2. Democratic republic: It is a country that is both public and a democratic. It is the one where ultimate authority and power is derived from the citizens.
3. Socialist Republic: This refers to any state that is constitutionally dedicated to the establishment of socialism.
4. Socialism: It is an economic theory, system or movement, where the production and distribution of goods is done, owned and shared by the citizens of a society.
5. Absolute monarchy: It is a type of a governmental form of monarchy in which all governmental power and responsibilities arise from a monarch. Louis XIV of France is the most famous example of absolute monarchy. (France is a good example of this. In France, Louis XIV is exemplar of absolute monarchy, with his court central to French political and cultural life during his reign.)
6. Utopia: an imagined place or state of things in which everything is perfect.
7. Nation-state: A sovereign state, resided by comparatively homogeneous group of people who share a feeling of common nationality.
8. Nationalism: Loyalty and devotion towards a nation.
9. Aristocracy: A class or group of people believed to be superior (as in rank, wealth, or intellect).
10. Serf: a person in the past who belonged to a low social class and who lived and worked on a land owned by another person.
11. Universal Suffrage: The right of all adult citizens to vote in an election.
12. Conservatism: Commitment to traditional values and ideas with opposition to change or innovation.
13. Habsburg Empire: The Empire that ruled Austria, Hungary, including the Alpine region of Tyrol, Sudetenland, and Bohemia.
14. Ottoman Empire: Turkish empire ruled by the Caliph – the spiritual and temporal head of the Muslims.
15. Ideology: System of ideas reflecting a particular social and political vision.
16. Plebiscite: A direct vote by which all the people of a region are asked to accept or reject a proposal.
17. Ethnic: It relates to a common racial, tribal or cultural origin or background that a community identifies with or claims.
18. Allegory: when an abstract idea is expressed through a person or a thing. An allegorical story has two meanings, one literal and one symbolic.
19. Romanticism: A cultural movement which aimed at developing a particular form of national sentiment and promote a feeling of collective heritage as the basis of a nation.
• 1688 – Act of Union – Between England and Scotland- resulted in the formation of the United Kingdom of Great Britain.
  1789 – The French Revolution occurred.
  1797 – Napoleon invades Italy, Napoleonic wars begin.
  1801 – Ireland was forcibly incorporated into the United Kingdom.
  1804 – Napoleonic Code or the Civil Code was introduced, abolishing privileges based on birth. Upheld equality before law and secured right to property.
  1815 – Defeat of Napoleon by European powers–Britain, Prussia, Russia and Austria.
  1815 – The European powers met at Vienna to draw up a settlement for Europe. The treaty of Vienna was signed.
  1815 – Conservative regimes were set up.
  1821 – Greece’s struggle for independence begins.
  1830 – The July Revolution sparked an uprising in Brussels, which led to Belgium breaking away from the United Kingdom of Netherland.
  1830s – Giuseppe Mazzini had sought to put together a coherent programme for a Unitary Italian Republic. Economic hardship in Europe.
  1848 – Revolutions in Europe

  1832 – Treaty of Constantinople was signed and Greece was recognised as an independent nation.

  1848 – Renunciation of the French Monarch.

  1848 -  831 elected representatives marched towards the Frankfurt parliament and drafted the constitution for a German nation.
  

  1852-1860 – Chief Minister Cavour, became the Prime Minister of Piedmont of Italy.

  1861 – Victor Emmanuel II became the King of United Italy.

  1864 – Bismarck fought a war against Denmark and took control of Schleswig.

  1867 – Habsburg rulers granted more autonomy to the Hungarians.

  1870 – Prussia defeated France and occupied Alsace and Lorraine. 

  1871 – Final unification of Italy was achieved.

  1871 – Unification of Germany. An assembly comprising the princes of the German states, representatives of the army, important Prussian ministers (including the Chief Minister Bismarck) gathered in the Hall of mirrors at Versailles to proclaim the new German Empire headed by Kaiser William I of Prussia.

  1905 – Slav nationalism gathers force in the Habsburg and Ottoman Empires.

  1914 – Beginning of World War I.

 The Rise of Nationalism in Europe