VERY SHORT ANSWER QUESTIONS (1 mark)

Q. 1. Who was Frederic Sorrieu? _

AfJJ• Frederic Sorrieu was a French artist, who prepared a series of four prints, visu alising his dream of
a world made up of democratic and social republics.
Q. 2. What does 'Absolutist' mean?
Literally, 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
epressive.
was the concept of a •modem state'?
wer exercised sovereign control over a clearly defined territory.
on-state' mean?
• ·ch the majority of its citizens and not o ·
 . . ---~1
.•~- • ,x~• t,1 ... 't,II
... •~~ · ,~~ - \
,· ····
Whtn did industr ·snu
1nn .on begu. 1 in EngJand and oth er par ts of E
.
Q 7• ndudrin
.
. beann in Eng1on din the second half of the 18t h cen tuuro pe ?
9th t
Ans. l · llsntion It.o··ccurre d only during the 1 cen ury. ry, bu t .
of Germon srntcs, 0 raed after industnal . . •n ~ 11
gro ups en1 e rev olu tio n? ta ~~
Q S. Whldl new SOC1• 1 .
1 b
nd mid dle classes made up of ind <\ti
~
• ,. ·1'1T class popu\auon, a .
Ans. A ,,•clf~I Ib
ust nal ist ~ti
pro~ss1on:i\s. s, b '\
Whnt does 'Lil>era lisnt' n1e. an?
~ df the latin root liber, me ani ng free 1.tsi
Q· 9• 001 til) ~~l'
Ans. The tl?nn 1,I'bera Jism'.is denfve 'L'b r alism' for new middle cla
ii
sse s? · ~h
Q 10. What was ti1e me · aning
I
~
O er Usm stoo ·,,
for the new middle classes, 1 •:s ise
rb d for free dom for the indiVid
t,efore the \aw. Politically, it emP d th• concept of gov ern me nt by
c ua1 •nct
· the econoJDIC . here? ons ent . e%a11·
sp ·
Q. 11. How did liberali d
. sm stanlibeinralism stood for the ty
ADS- In the econon~1c. sphere,tl free do~ o f markets and th llf i11
vement of goods and capital.
imposed resmct1ons on ie mo e abo lit·
• ?
12
· · Wh at w·a s Zollveretn. •oil of ~
QAns- In 1S34, a cus . zollverein was forme d at t he m1 . . tiat
. ive
.
toms union or of Pru . ii\~
of the c;erman states. ss1a and io.1
Q. 13. Why was Zollverein fon
ned? tl.ect b
·c inte res . .
Ans. To harness econo ffi]
ts to national unification. y ~"1
Q.1 4. Which countries met at
Treaty of Vie
Ans. In representatives of the Europeannna ? . . .
pow ers -Bn tam , Russia , Prussia
181
ronecth<ely defeated Napoleon, met at
5 and
Vienna to draw u P a set tle me nt
• ? for Eu rtu stn ,_" h
Q. IS. WJio l,mb!d the Tle llty of Pe. oh
~
Ans. Austrianchancellor,Duke
Vie nna ,
Metternich hosted this congress at Vie
nna.
Q. 16. What was the objective
of Treaty of Vienna?
~ 1beaimwastoreversemostofth
(111 ~ echangesthathadcome about in Eur
n ~ , wh ich had bee ope during th
"- -- ~ ndeposedduringthe French Revolutio
n wa e Napoleoni
Q. 17. Who was Giuseppe Mazzin s restored 0cwar
i?
Am. GiuseDDeMazziniwasanlta
lianrevolutionarybom in Genoa in 180 to p ,.."'er ·
~.,: ·:i'~~
J ~l( J ~J f'-'- ..t..-
\:,iU .UUnan.. 7. He bec a ·
Q. 18. Mddl.1'!11<~ me a memb er of th
societies were formed by Giuseppe
Ma zzi ni?
Am. 0 I~ . er.
'

us economy of one social ord er'

d middle class elite am on g wh

• .
e commercial m1ddle classes. om were the
18~

_,.,..-~tiv e reaction after 1815

uti.onal monarchy ' with
 Ii: ·.,. i, ! . 'I .

Q. 23. What do you \t I

n, rt~h\lhl lw ' H111111\11\IH .-1111~ / , , ,.
Ans. Romi:l nticism wn~ il • I I 1·r /or 1! 1 ' ,.
. • l\l l\ll,I '"'''''11\1111\ 11'1\h h ~111111111 11 ,h., 1!1111·I If.Ill 1 I/ I
srn t .m1cnt s,
' I '
' .
Q. 24. What W('rc th(' 1'd • ' f
• ens ut Rnn,1111\h 1\\1 1~1 ~111111 \!lllll ~ llll ll•lllllll:111-:fll , , , : "'
Ans. Romantic artist • d I 1, I 11 1·· 1•· ,, 11 •
focus · s.an ~o~t~~\'\\1 111ll\·11\1\rl~111lll111p ll _lllll HIII HII H_ll· :l·· : '.. ' ,,:,, ,,.' 1 • '.,'i .
1

e~ on emotions, intuit"'" ,1111I Ill\ ,1\1 11111111\1111: -: . 11 u:11 f, 11 Ill I 1 ,:I•: 111 1/I ·
1
1

collect1ve heritage, a conHMn ,•111\111111 \l1\l1I t\•11\111f1i1 :1 P! 111JI 11·1111111

Q. 25. What led to widespread ll1t111w, lit\\\ ·111 liu1 1111♦1·"1 I · , II, ! , I
. . . , . '/I :t / 'I J •
Ans. The nse offood pnces or n)\\tr ,,t'\lnd 11,11\'\'~I 11,11 IH \\ 11h ..'.pll:i11 I jlllill wl 1,:111111111 •
Q. 26. Why did_we~ve~ in Sil~sht l'\'Voh ln IH t,1 . . ,;t ,, ;;/i.i :j :'I 'f ,; · ;i'
1111 111
Ans. Weavers m S1les1a had led a\'\•,·,,\\ 11 ~,iln~I l1111111 ,11 ,1111 ~, WIit ! :t11jqtllH I 11 1
them orders for finisht'd lt.'xtih-~llllt llrn~lirnll\' \t1il\1t:11d lln:11 jl:1 1/ llll•lil ~. , ,i 1

Q. 27. What changes were brot~ht ln llr·l\l\l'~ ,,fl~I· lhtJ ~IJ•lllPi ol h-11111111 V IH1H '.11 1 I ;JJ/ i/ :} ,ur,rt. i '
1
nl\11111IIIv 11111 Iu:,il IHll t II i lw11 11• · ·
- 111
Ans · Events OfF e.bruary 184S in Frnnn1 hnd h1 nt1~hl
based on universal male suffra~t' hull lw~n p1111·h1i1111-11L
Q. 28. Who was Otto von Bismarck? fl . , • 1 111 I ,,:;U,' •,'lt /
. . I 11 I il1 i_. 11111 I •I 111 1
Ans. B1smarc~ was the _Chief Minister Pnrn~i~find w~ or ,~ Ill ti ~11 t~IIII !JI • , 111 HH· Y.
and earned out this process with thl' hell) ut·Pl \IRR lilll i11111y 111111 11111 PH 1

Q. 29. How was unification of Gemmn)l utlll\\~tel~, iWhi~\t~,W ,

1 111 1
,, 115 bji1// 1
: 1>·~ 11 {.;,i1~:.j~
Ans. Three wars over seven years wil'h .~ ,\l~lrith D~ l\l\\tl l·I, tlllll llhll_ll'tJ tJ ~!ll~,WillhHll 1,1t/1!~ /l!IU·"
completed the process ofunificut-\on.\n fanUtll'~' lU, LI lie P1·11~~ 1H 1I Id 11~' ·I ; ..
German Emperor in a ceremony h('\d flt VernBillcfl, 11 ,,, 11 ,t i,nlY lu• 1' ,.
. . l I l'I llt IM I RII 1111
Q. 30. Howwasltalyfragmented bl'f'm\' unlfkntlon7'tl1tV n tt . 14.1 1'41 ~·
itsunification ,11 , ~111 11 -~l:1111 111 ,
• • I I 1111 j. 111111 1111111 I I. ., ' 1111/ Ill~,
Ans. Itahanswerescatteredoversc,,~rnldvunstlcstnl~StlSWl ll11 r1 I H' 1' 1 . 111 lflH r1t vtlW' 1 ·
1

During the middle of the 19th centtiry, Hnly wos tllvldl'd 11,~o Htc•VP II u '
Sardinic-Piedmont, was ruled by nn lbillnn Pd11t:ely huusl', ho ,-ulµrl If ~.l y,
• · ·
Q. 31. Under whom vanous states of ltnly Wtffc rulN .1 t.'111. nu 1· M •l the 1111~uJ{''"
· w , £1 11 w ~!• 11,tJw;n
. .111 I I hy tlll' Popi' 1111
Ans. The north was under Austrian Hnhshurg-s, the 1:unll'l' wus , l'l
regions were under the domination of the Bourbon King·s ul Spnl n.
Q.32. Describe the role ofGuiseppe Mazzini in Italy's unUicutfon? . . n Jtt•pulJllc, lh' Ji~,d
11
Ans. Mazzini had soughtto put together a coherent programme for.a unitary Ila .i · ·
formed a secret society, called 'Young Italy' for the achieving his goal.
Q. 53. Highlight the contribution of Garibaldi in unification of Italy? d hip. of Giuseppe
I nder the lea ers . ..
K dom of two S1c11Ies
Ans. Apart from regular troops, a large number of armed vo u~teers u
~ joined the fight In 1860, Italy marched into south Ita!y and e
and succeeded in winning the support of the local peasants m order to nve
th ;?out the Spanish

Mish utfon existing before the 18th century? ho

·on prior to 18th century. The primary identities of th e peop1e w
ethnic ones - such as English, Welsh, Scot or Irish. All of these
and political traditions.
ethnic nations?
cultural and political traditions. But as the English nation
power, it was able to extend its influence over the otlu.•r

by the British nation?

d Scotland, England was able to impose its influe•nn•
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.
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IIY tll l'll fl 1 111111 sc ot land 's di r,tinct ivc! c.:ult,
•.

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, u<•\s1•1I. I 1w cn th ol i ci; In Srnt lan< :rnfh'.r<!d lt• Jr,. 'J
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a111•111 p1r1f ,., n ? '''• ·~/ ..,
"·t,r11·,'f'' 1h •' ,t ltr
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su pp r" "1
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or n
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0 ·'"· tftn' ' "1 '

~ ,. r I ilw1ty J11 ~1ke an of th at tir tH!? 111~ ..
•
h ti"'' rrrrr~ 11 , •.,t itk:1 1s tl •
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4"'· n·c lll 4'! ;'ff 01 P ,,, •f,nl~C,ll ( 1l llll· ,,' ' whi l<' )11 I~1in• is i•e I'
1w1 ally h 111·u fOId t ·d w
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1
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t . ~. Tl;, . a.
" . "'" ~ 1n,,r~1t~ • ij fr.
Q ~o . Whu· •h ~m"k' A l" 1 ~1 · ,1 hy orl is l ~ In Fr
once 7 1 1,

~~- 1t1 f !il lll -r . 1t1rn111 H,n . 11 .

w.,~
·~ R ,..~,) 1, , naml'cl ,Maria nn e', n
po pu Iar Chri ·stian na m e whi ·h
thr i1irll <1111 re" p
1 )(''!- 0;11 i<1
1' , ' c.: UncJ,., .
1ltic
~ \fh ltl ••R!- 1 r h A ll~ or y of (J('mumy? .
Q · _ 1
. ~-
\~rm11n1a '" 'arnr the Allr~nry of the Ge1 man Nat I
~, i IC':t\'r~. as the G< ion. In visua repr es· en ta tio ns Germ ·
., (l'" (i" 'Tl (l r ~ .. -nn:rn Oak stand s fo . ' an 1a W(:c1
,,._ N rn<' , ~ ~l ka n
r heroism .
count1ic s. r, 1.
Q. ~•- ~ s.,11,.an Na
tio
~~.. H ~ in a . Sl<'l'<ns'nicomprise of Roma nia , Ilulgaria, Albania, Greece, .
a. Serb
ia and Monte negro, w Mac
edonia, Croatia, Bo
Q. 4l . ~b ) ¥'N T Ba hich were inhabited m sn~
lkan na tio ns ostly by Slavs.
- . .& ll lp ,- td th in tr ou bl e? ·
e Balkans \\'as under _
fl. ?ii am an al is m in th th e control of the O
e Ba tto m an Emptre. Th e
. . . . . . W !J ex pk lkans to ge th er with disi sp re ad of th e id
,s iv e. ntegration of th e O
tto m an Empire rna~
._ .. ., .d le A ll li -i ll lp
er ia li st m ov em en ts / t
lllr alli-illlperilliA mow begin?
ements th at develope
6l!r • • - - 'edto form in de pe nd en t d everywhere were
nation states an
na tio na lis t, in th e
se ns e that
1 1- . . b p d in conf d were in sp ire d by
ro ntation with imperia a se ns e of colle ctive
. . ,. . , t lllill. Fndedc Sonieu lis m .
I la Ta 18'1? prepare a series of pr
in t ba se d on de m oc
ra ti c and
C tolbellllllueofUbe [CBS£ Sample Pape
rty. r- 2017]
,.....,.11.a OT O {I ll al
e - , w example to
27 C ; .. - - •
JIJ Id a fo ..,id clarify th e sa m e. [C
BSE Sample Paper-
•• 1 1 1 C I Jl •s lt r Instance, greed, envy, freedom, lib er ty is ex pr
ll u eo fLiberty,Mariann
20J1J1
es se d th ro u: h
. ,. . . ft ,. ,. .. .. _ e, Germania, etc. 0

, Greece as an iruf ~pendent na ti on .

[CBSE Delhi 2016]

ng the educated el it
e ac ro ss Europe
[CBSE Delhi 2016]
~ de pe nd en ce .
the years followin
g 181 S?
[CBSE Delhi 2016]
go ve rn m en t.
he s cold". [CBSE
(A l) 2016]
tches cold."
ersailles in January
1871?
[CBSE (A l) 201 6]
 Ans, Kaiser Willlnm I of Pntssln w.1s proclnimrd Uermnr, Emperor in a ceremony held at Versailles in
)lllllllll)' 1871.
51. Who wns prodnlmrd lhc King of Unllcd llnly in lR6J? [CBS£ (Al) 2016)
~ns, Virtor Emmanuel - II was prm:lalmccl t<lng or United Italy in 1861 .
Q. Sl. What wns the meaning of llhcrnlism in early nineteenth century in Europe?
[CBS£ (F) 2016]
Ans, LIBERALISM-stood for freedom for individual and equality for all before the Jaws.
Q. S3. What was the main aim of Treaty of Vienna 1815? [CBSE (F) 2016]
Ans, Aim and Treaty of Vienna:
Undoing most of the changes that had come about in Europe.
Q. S.t What was the strong demand of the emerging middle classes in Europe during nineteenth
century? (CBSE (F) 2016]
ADS· TI1e strong demand of emergencies middle class in Europe was freedom of markets and the
abolition of state imposed restructure on the movement of goods and capital.

SHORT ANSWER QUESTIONS (3 marks)

Q. 1. What changes were introduced after the French Revolution in France?
Ans- Acentralised administrative system was put in place and it formulated uniform laws for all citizens
\\~thin its territory. Internal custom duties and dues were abolished and a uniform system of weights
and measures was adopted.
Q. 2. What was the main aim of the revolutionaries behind the French revolution?
Ans- 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.
Q. 3. After becoming the Monarch what changes were introduced by Napoleon.
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?
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
exchange of. goods and capital from one region to another.
# the local population react the French Rule?
tY.,\&' ~ p~es like Holland and Switzerland, the French armies were welcomed. But
· · ~-lg~:mi JORn tJmled to hostility, and opposition as it became clear that the new
~ n t s did not go hand in hand with the political freedom.
J pncUor, since the french revolution?
g\!Jfflbas stood for the end of autocracy and clerical privileges.
ent through parliament.
nary Frame?
·tical experiment in liberal democracy. The right to
ely to property owning men. Men without property
al rights.

and dissent and sought to curb activities that

 . ,,.,,.,,._....,..._
· ·..
· govcrnmcnt. Mos
q~tionl'd 1hr h.> Rilimacy of autocr;itic
t Of them imposed censorship laws
nd reflected the 1'd eas ofl'b
.

I erty
ron;ml wh,1t was ;aid in newspapers, hooks, plays 311d songs a
fn-room. TI1cv were ;iuto matir in nature.
Q. 9. What was l\f~zzini"s role in the unification of Italy? its of mankind. So, Italy could
. I d
An,. Mazzini belie1·e<1 that god had mt<nce na ton t' s to be the
. dnatura 1 un .
It had to be forged mto .
a smgJe
not continue to be a patchwork of small states and kmg oms.
unified republic ,,i t11in a under alliance of nation. . ainst Russia?
Q. IO. How djd Polish use tJ1eir language as a weapon° f n ational resistance . . t ag tions As a result a
1
Ans. Polish language """ used for churc, gal henngs · and all relig10us
Siberia Russian· authorities 'as .
msbyrue
Ja11;e number of priests and bishops were put m Jatl or sent to rh to be seen as a symbol
punishment for their refusal to preach in Russian. The use of Po is came
of the stru~le against Russian dominance.
Q. 11. How did women retaliate for tl1eir rights in Germany? . r.
Ans. Women fonned their own political associations, founded newspafpers a_n~/o~k ~art~: ~~e~~~~al
meetings and demonstrations. Despite this, they were denied suf rage ng s unng n
of the Assembly of Frankfurt Parliament.
Q. 12. How did Prussia outstrive in Germany? .
.a- TL.-
....., muon
• 11111:· .: I mg process m
bu"Jd" · Germany had demonstrated. . the dominancebofnki I Istate
Pruss1an
s,owtt. 1be new state placed a strong emphasis on modermsmg the currency, a ng, ega and
iudiciaJ S)'Slems in Germany.
Q. IJ. Eq,Wa 11,e m-i,t ofliberal nationalism which developed in Europe in early 18th century.
Am. ~ meant different things to different people.
PoUtimllihenJ&m:
• ft stood for equality before the Iaw.

• llftOlutimwy Frante marked the first political experiment in liberal democracy in which right
to \fOte and get elected was granted exclusively to property-owning men.
• Men without property, and all women were excluded from political rights.

............_:
• 111.........llhe 1911111nd 20th centuries, women and non-propertied men organised opposition
J110VtawMts demandJng equal political rights .

a 1111111d far liNdoaiandofClpltaJ.

• •.-.otlDOd, IDllltets and the abolition of stnte-imposecl restrictions on the

..._,llnlan or•~ Illas formed In Ptunio, joined by most of the German stn res.
- -....., llrfll'lllntm •nd reduced the nun,: :r of currencies from thirty to two.
-••••111117 ffJlhllpt the main fo.itures of the beliefs.
ihy ttiat ,tressed ·the importance of the trnclition and

of state and policy.

chics, etc.
olutionaiy clays, rather they realised
1 t
inS itutions like the monarchy.

ch Revolution was restored to

 :,,,~,,,,y '"' "' ,inrJ !hi! r,,JfltP.rnpor;Jry Nortd~i1•
1
-, ~~1

1 of Frn11cr to prevent French expansion in the

• A series of st nll'S Wl'rc Sl't P on llw bot1ndmh•1
11

future.
and GEmo.J was added to Piedmont in the
• Kin~dom or NL•tlwrlnnds wns Sl'l 11p In the north / ,
south.
Awitria was given control of northern Italy.
• Prussia wns given tll'W territories lo its west and
given n portion of Saxony.
• Russia wns giwn p:ut of' Polnnd, while Pruss in w11s
create a new conservative order in Europe.
• Thl'ir main aim was lo restore monnrchics nnd
• France lost the territories it hncl annexed unde
r Napoleon.
Q. l6, Write thrl'c fonturl'S of the painting of
Frederic Sorricu.
Ans. features:
• Men and women walking across the statue of
liberty offering homage.
Charter of the Rights of Man.
• Statue of liberty has n torch of enlightenment and
ols of absolutist institutions.
• On the Earth lie the shattered remains of the symb
nationalism to other parts of Europe?
Q. 17. How was France responsible in spreading
J\11S. • Students and other members of educated
middle classes began setting up Jacobin clubs like in
France, in European countries.
for French armies.
• Their activities and campaigns prepared the way
French armies began to carry the idea of
• With the outbreak of the revolutionary wars, the
nationalism abroad.
Q. 18. Give a short note on the Habsburg
Empire.
Ans. • It ruled over Austria-Hungary.
le.
• It was a patchwork of many different regions and peop
bardy and Venetia.
• It also included the Italian-speaking provinces of Lom
political liberalism?
Q. J9. Which conditions in France depicted their
ted exclusively to property-owning men.
Ans. • The right to vote and to get elected was gran
from political rights.
• Men without property and all women were excluded
and reduced women to the status of a
• The Napoleonic Code went back to limited suffrage
minor, subject to the authority of father and husband.
ng.
Q.11.. ElpJain the role of romanticism in national feeli
ctive heritage, a common cultural
Romantic artists and poets created a sense of shared colle
~ a, the basis of a nation.
spirit of the nation was
u~ folk songs, folk poetry, and folk dances that the true
folklore, to carry the
given on the vernacular language and the collection of
list message to large audiences.
we9en' uprising.
them with raw
t .had led a revolt against contractors who supplied
their
, Acrowd of weavers marched in pairs upto the mansion of
dered the
JS, They smashed their windowpanes and alsofamiplun
lies.
ctors fled away from their houses with their
from
y Bismarck? How did he manage to oust Austria
[ . ' l ,

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.

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.
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1 , ,m d~ ~· 1; ·f' rl; .;- ,d ,H tc dl \1 dC . h' th e te rr.ito ri
-,cc.. 1~rchiacscowlle it ,n id en ti ty or a co m m on
1m .-,:11 1<' iT r,,, . ctive
h;ir, ,h -·l i .111:.-,~1 :
.m ro cr,1I1c m
or '. ou ps .
rrc 1i I ,;: ,,f l< w u , un de r
:• ~ !n ge d to di ff er en t et hn ic gr
La~t(>rTJ an d
C.{ >71 ~c h ·cs , as s:
C:,d n,-.t .1.r-c thcm uagcs an e
•
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tiw dh
r\·f" \'( 'n ,.., ,.,l.r
d, ffu cn t it io n of st at e-
ro lt un · O ft rn th ke ts an d th e ab ol
ic 1i l~ rn lis med '?
. . ~ try · ·tc on om ,1e tire om of m ar
o , _ r . .
Q. • · W la ar d
;,hfff. J,'h(•r; '.:~.m 1-t on d (o r
d ca pi ta •
1
at es ea ch of 1t po ss es se d its
" -- In tfw, t'n >l 10
ffl lf ,.-
m
r ls an there were 39 st '
·, m <"n t., o KOO<•
on thf- m le
1nr,•1111Pd ~ m m ~1 on 1o d :;1mR .\ ':1polea11 s n, • d to pa ss th ro
ug h 1I
Ill Gftm an ·lp r. A ""
5 to sell hi s go od s ha
th em .
- an d _. ,,:tr t. an d m c·.a!I IJH ' • rg ta t ea ch one of
awn~ m l>u r>: ro N ur em be
A tneldlanr ~ J
im , from ,~l fa s du ry of about 5 pe
r cen
tW IIO III I IJ ir n«
I and,_,,•
n. r om
·t-lop in Eu ro f)e ? m an d na
.
t1 0nah
.
sm came to be
1 lis
~ .. .. ,. ,. . 1 ,U -df n w lu. J'IH.> r1)C.lf po,•'.,. er• LiEbe
e ra d Genna n
..,. n. - -... su ch as the Italian an
· - • .. .,_ . . . . w
a 0 co . . · gion s of ur op e
•A
~ • ~ ·t " vu Jur w n m many re .
-- -. A, l n •• tt h at d u an d Po lan~. s elite.
. -• •a
f o fO tto m an Euwf)e , Ire land
in g to th e ed uc at ed m id dl e ~las
- - . & FU 41 tf fl
db ytlit- liberal n.1 rio
na lists belong
b~ rs of the commercial mid
dle
.. ,. ,. ,. ,. ,. tf llf fle clerks an d m em
a so rs, school -teachers,
fight for Jt.
1 d ., ,, ,. ,. .p ,o 1 tionalism and wanted to
,, ..,J/ na d?
d C 1..
,; ,, S n a d lo al iv e by tl ie pe op le o f P o la n
nalism ke pt a, Prussia
, C 7 a fllll/lllJo reat Powers_-Russi
•• a . ntur y by . the G
rntory, nationalis t
-,At
a
!flf.k
1 µ
A
d
:
i
U
1
I
#I
IW
ll the end o f the JBt.h
,n d no longer existe
ce
d as an m dc~
pm
en
sk
~
1,
en t
ce
te
l_eb rated the nationa l
li ll 10. !:( . .
,, ,_ . m~sic an ~ langu,1gc. Karol . K ur
n zurka into
j . . , , . . . , nces like the polonaise and m
f l
11111 music, turnmg fo
lk da

espread unemployment. It brought the

shortuges and wid

ffrage to all ad ult males above the

lie, grnntcd su vide employment were
works ho ps to pro
National
 • ence-X.
Xam idea Social Sc1
••) n - · ercrowded slums
( 11 ropulation from rural areas migrated to the cities to 1ive m ov • ·
...) · "ff ti"tion from· unports of ch
(m Small producers in towns were often faced with st1 compe eal)
machine-made goods from. England.
(iv) In those regions ot Europe where the aristocracy stUJ enjoyed power, peasants Strogg1~
under the burden of feudal dues and obligations. . in
(v) The rise of food prices or a ·year of bad harvest Jed to widespread paupensm town an~
country.
Q 35. -nit! development of nationalism did not come aboUt oar,
xpansfon. Culture played an important role in ~
t.
rtantrole
manij
~ ilm
Language ·
Q 36· How had tlte female figures become an allegory of the nation during ninete
Europe? Analyse. [CBS
llegory of the nation:
t~ t a country in the form of a person.
ortr~ s fernale figures. .
was chosen to personify the nation did not stand for any particular

tract idea of the nation a concrete form.

emale figure became an allegory of the nation.
e French Revolution artists used the formal allegory to portray idea such as L
· the Republic.
of 1830 had brought great economic hardship in Europe". Support
arguments. [CBSE (Al) 201 ~
ad brought great economic leaderships in Europe."
ous increase in population all over Europe.
job seekers than employment.
areas migrated to cities to live in overcrowded slums.
faced shift competition from imports of cheap machine made
industralisation was more advanced.
e burden offeudal dues and obligations.
st led to widespread pauperism in town and coun try.
le in the development of nationalism in Europe during
." Support the statement with examples.
[CBSE (F) 2O1~

the idea of the nation, art and poetry, stories and

·st feelings.
ot focused.
on cultural past, as the basis of a nation.
e.
e spirit of nation through folksongs,
 Q. f. F.~plaln 1hr Nupoh•onk C:rnt,,.
A .... ( I) Pri\'111 ·).:1'~ h11 , 1·1I on h111 h w,,,,, r1 •1t1ov c•tl
(Iii 1 1, 11 dnl ,,.,1,·mw1H nholl,111·!1,11111 11 ' 1 ' 1111
,. , «w f
'

,.,,. ,,.,.,1fr,,rn 'i••rfd,,m ;rnd rnan<inal '11w1

11111 In 1nwn,, J(lli lll rMttl, !Ion, w,, 11 , ff•nu,v,,,t
ti\') 1),,111..pn11 nnil c-nmm,ml< 11ti11n 'V'- '""' " \.,,,., ,. lnq,r,,,,,.,t

(,. 1 ~tr1111l.1111i,c-cl wt'l1~hH, , nwa,1111·~ 111111

a, 11nm 1,,,. nan, 111 .11
' '•1rr,-n, 'f w,.,,. mtrrJ'1,J<•·r1 .
Q. 2, nt1rny r\ plnin thr p,m r•~tC nf 11nlflr nll11n of lt sily .
~ I j) /lil/111, 11/ 1·111,1..111,·11 1,,111111 . l .i~ f' ( ,,., fH,lllV , IL1ly v. ,I\ al· q J, l'r . I!· f _ .
A" . f I 1• I , > • I ,, ·• { r,17;rn,,r,t,:.,j f)1Jnng th~
n111ldlr P I H' >1, n ·nt111v. ltnly wa<. dt v1rl1•d iritri ,_ , .. , , ,,. ,,~1, , .,. f. L L
' ,, ,, " ' " ' 11 rml·1 1 in,- S;,irdtnld-
l'if'clmnnl w11~ 111l1 ·rl hv nn II alL111 Pr i111 ,, ·

(lil ,._~, ... ,,. of ~1,_,;;:1 111' (;i,1~•:ppe M.1n~11i nrn,1,, 1•ffnr1 , ,,, 11rdt,, Jt;ili;iri p,.r,.,~,, 1, Jf" h:3d f,,rm':d a
1;1yn•I C:l"l 1c1,, , ,1l11·il ,rn111~ lt ;1 lv 1111 m hi1·vi ns: hi•, W>-il
iilil 1,\1!.- ,,( ( '1111111, ·,11•1l111 · If,, w;ic; tlw chif'f mi11h1,,r wllq 1,.,1 th" rnrr·,r" ft ·r
. . . . ' . n n ,, ur,1. ·1 1ta 1·,. H~
fp1mf'd i' 111, tful cltplnmalu all,anc P with h;1111 ,. and rt,,f,, ·,1,,,1 th, .t, ,, ·. f ·
' • ,, 1 , rt-1n ,,fr"; .
l Rr1h (lf <:,u~r/1/'r <,,111h,1l,li : (;;11 ihaldi nlc;o fotrw •d arrn,·rl w,limt,,,,r, Ir , ,.,, t\.. h d
1 i, , 1 , 1J. 1,c-1 rnarc 1:
1nlf• ~P11lh lt.11' :\11111hr killj~tloms of hvo Sic iii,•<; ,Hid \11(u, ,,rJ,,r1 in rlrbir,~ 'JlJt ~h~ )';,;Jni-;h
nilcr~.
Jn J~t.J. \'tl'll°lf 1 m111;H111C'l ll was prnrl;-iinwd Kin)~ of Unilf'd lt;1Jy.
Q. ~. How did thC' roncc-pt of Na tion -Stn tC' S dr ve lop in Europe?
An!». punn~ t hr I 0 th rrntu,y. nationalism cmcrgcd as a forre which hro117,ht alJrJIJt s·...-1:1:piri:s cha...-.ge-s
,n thr rolitK,il and mrntal ,,·01ld of Eu1opc. The end result of the,e chang1:s was tr.e emer 5~;;ce
nf thr 'Nat,on -Statr· in place of the multin ati onal dynastic empires of Europe. Tne concept ar.d
pr.Jct•C'C'~ of a modrm statr in which a ce ntrali sed power exercised sovereign control over a clearl·_•
(k,bnt"d tenitory. had been devel oping ove r a long period of time in Europe. But a naton-sta:e
wali one in 1'-hich the majority of its citi zens and not only its rulers. came to develop a sense of
common identity and shared histo ry. This commonness did not exist from time immemorial: it
wa, ~Jope-d through struggles, through the actions of leaders and the common people.
Q. ,. e,,rafn die dominance of landed aristocracy in Europe.
,,_. 5ociaDy and politically, a landed aristocracy was th e dominant class in the contir.ent. The
~ of this class were united by a common way of life that cut across regional di\ isior.s.
Thtf owned estates in the countryside and also town -hou ses. They spoke French for purposes
cl.,..._,,md in high society. Their families were often connected by ties of n1.1rri.1ge. T:-lis
; ; MailtDcracy was, however, numerica lly a small group.
Q.S.. llllltca - -... W to the developmen t of a new middle class in Europe?
- . • It ■ Jfan Europe and parts of Ce ntral Europe, the gro\\'th of industri.il producti~n anJ.
~ • p 1Uhepowth of towns and the emergence of commercial cl:Hs~s ,,hose ~;\1st~nce
ijpn,ductlon for the market.
llepn In England in the second half of the lSth c~ntury, but in Fr:mce ,mJ
Statel, It occurred only during the l l)th centur)·.
pl came into lwing, a working dass popuL\tiL)n .inl\ milk\\~ classes
lnessmcn and prnfl\ssinnals.
, these gro ups Wl'rP smalll'r in numbtlrs till btt' l qth c~ntury.
middle classt'S that idt\as l)f n~1tiLnlal unity followi ng the
iJwd popula rity.
r--__

.---.. . -._ :--~-

~- ~---.,.._
. . , I---._
Q. () \\Tl '"D
A.. lilt \\I
h, l R- ni. Zo\\v
-:,\4,\hc-
"'oi.t or the- Gc-ri ('l'('\ll7\\1\
C'\IS\\) ,y WI\!\ I
(i) n,s \1ninn nr. . l fort\\N\7
l'he ;"' S\ ates/.111\w, l'in wn s formed nt the i . . .
\:'.,,o \\l\i on "ahnlisl ..
(ii) . . "'" m\ff\ . . mt"''" nlP .
The er . • "" "'" m11\ , , '""" '""
interes~:';on of u nctw k '"'""' the numbo, o[ '""' . ,,, ,.,,., ,
(iii) Aw • o llUlion,\ ." ' o[ rni\w, .
th •~• of ooon '. un1[icuHon 'ys [mtlm st\mu\ut O
""" hnm . ,,
""" l\i
ti
. e tin,e om,c n.1t1·0 1· . ' c mobilit'{
h itt-, , ;-; .
(IV) Varied r . ' "" "'n sltengthcncd th
. ' ""'"'"'<. " ' ,,
rreatiot urrencies nnd .
and ' of• Unifi d we,gl\ts ,no
, w,O" nat\onal\st " .
"''"''"''
,.,,
t,.
Q. 7. What ~•pita\ was n~e::tmn\cterrito':'.;':::::::nwm obstacles lo econo . """''<, f

Ans. C
them? ds of ronservat·. So, Z~\\verein was ro,!:~e unh\ndmd mo,em;~: ~""'"· "' ,
onservative tegim
and
tve reg,mes w , .
m.at d. d r
ete set up in 1815?. un.
o &%
•iK:11\1,
~ ~,
SOUght t es set up in I ' <berals th\ ,ft~\~~

~~
them im o cutb activitiesth BIS were autocratic The d' "'- '""- f~'
~~~=th:::~\~i~aws ~o~::~~:~:~~=i:::!~•~;::,~:::i~;:~~::,and d"-, ,,f~~
~:~£~'~:s ~~~
rench Re I erty and freed m newspapers b nts \,\ , ,

Q. 8. : ::~~e~.;:::.~~~:1~~~.~~~:::;i~~~f ~~::;!~~:p::~~!:!::~::
Ans. The first uphe:scnlption of the French Revo~:;.w confservative order, was heed~~:;~~s \a.~
~' ~
took pl .
. va ,on o 1830. ,,~9,~
,~~
~
wer dunngthe c ace mFrance in 1u\y 1830 1 ,
po installedaco.:'.~:t:::t•ve reaction alter 18 IS, ~e!:!:u~~:;!:!s who had been n•st~,u ,
,
-- cl .·
. . When France sneezes thna \ monarchy with Louis Phi\ippe at its headi;::Y ltberaltevolutt0m.;
m Brussels which led t~ B:i'°st ornuro_pe catches co\d:"fhe Ju\yRe~~l~tmtchoncemm.l\: .
Q. 9. Explain how folklore f ~~um breakmg away from the United Kingdom~:;~;:';": u9\i\"'
,am. k was through folk so~g:
f \:ngs raised the spirit of nationalism in f.urop:. etlann;
,i
popularised. So, collectin ' o ' poetry and folk dances that the true spitit o\ t\-te ,
of nation building The e!pa~d record mg these forms of folk culture was essential t:!1on"
nnt. . asis on vernacular languages dth \
-r:-- lust to recover an ancient nation I . . ' b ' an e co lection o\local fol\clo1e.1
re
laue audiences who were mos a spmt, ut also to ca1ry t\-te modem nationalist mes~
e~'""' .
S, folk songs and folk d tly 1\\1ternte. \n Poland, they popularised theit lani,ttage,\&
. ~nces to propagate nat,onahsm among Polish people who,,,
e o uss1a, Prussia and Austria. ' ',,
ru\ f R
tbethe Polish tanguage work as a syn,bol of stcuggle against Russian dominance1
• Bowr.414
ge tQO played an Important role in developing nationalist sentiments.
tlan occupation, the Pol ish language was [orml out o( sc\,ooh and t\\e Russianlan!,tl~
eveiywhere, In 1831, an armed rebel\ion against Russian rn\e too< place w\,ich ,i
telY crushed, Following this, man~ members o( the c\eig~ in Pohnd beian to u,e \on!,tl•t
~,~~
n of national resistance. Polish was use,\ (or chmch ia1\wrini an,\ o\\ 1e\ii)"'
OS, As l result, alarge number of 11riests am\ bishops wcie put in iail 01 ,e\\t \o
1111tborlties as punishment [or their 1dus,1\ to prc,1d, in Russi~. \he \\SC o\ ~olt~
seen ll asymbol of \he struggle against Ru,siall ,\onimance.
i' lt,atlll of people in F.uro11e 1\ming economic hanlshi\ls in 1s>Os1
• were more seekers ofiobs than emp\o~mcnt.· ?opulat,on \ron,
,e \acerlaifl
' rural ~,!
1 en ', ' '
cities s
theto \Ive in ovc rcrowde ds\ums. maI\ prnducers \\\\owns were Ot\ ti
e fr 1n1ports of cheap machine, made [rom tnglantl, wl,cre mOustn"' " '
~ 11; ~ in the continent. 'Ihis was especial\~ so in textile ~111Guct10fl 'i<I
 toges ond disndvnntagt'R of the Napoleonic code?

ed equality heforc law

. pri. v,·1 !'ges has!'d on
mplified all
shed · hlrih.
G administrnllve divisions
ranted thefr right
. (v) Abolished d· I t o property to French ··
cilizens.
. . u a system and frl'l'd ,. . .
v1) Ehmlnatcd res tr' t. peasants rrom serrdom.
(
(vii) Made efforts ;o _,c ,ons on guilds in town.
But this initial · improve
enth ·. trnnsport
' . • d communication.
an . ·bl•
. t he new administ
tiiat uswsm t' , soon
. turned ir1t0 11 osll··1·1ty and opposition when ,t. bee•,,.,e v1s1
eoort'·
Censorship tax·1t1·on frn ,vde arrangements do not go hand in hand with th• politic.al !rerest of
' ' , orce conscript' · er tPe
Europe, all seemed to outw . · . ,on mto t11e French armies required to conqu
Q 18 Expl· • . eigh th e advantages of the administrative changes- r 20111
A· · amt 1e nation b 'Id' UJ mg process of Germany [CBS£ samP le paP'
1
ns. N~tlon building process of Germany · · . G ,manY•
(i) I3y 1818' the popu Iareffort
(f) . to succeed in insta1Hngconstitt111°nat
. . failed . . ,n
mo narch e chief
nd itS .
The(e after the task for unification of Germany was taken over nd bY P,'.";f;~i~ a period of
1 mlRIS er Otto von Bismarck who followed a policy of "btood a iron
seventyears three were fought with den mark Austria and franc••

(Iv) These
(Ill) In January werethedefeated.
states1871 process of unification of' GermanY was completed-
(V) The Prussian king William 1was proclaimed German Emperor I tionaries to create a
To be assessed as a whole
Q, 19, Analyse the measures and practices i11troduced bY tit• frenclt revo" [CBSE Delhi 2016]
11
...... M
sense of collective identity amongst the French peopl••
I .
.
ries for co e
ctive identity:

- easures and practices introduced by the frencl1 revo utwna

(I) The Ideas of LA PATRIE and LEClTOYEN emphasized.
OJ) /, new French flag, the tricolor was chosen.
(Ill) The Estate General wos elected by the active citizens.
{IV) The elected body of citizen renamed as National Assembly.

('I) New hymns were composed.

~•th•were taken,
,rtyrs
r1(Zed commemorated.
administrative system was implemented.
latedsystem
uniform laws. and measures were adopted.
of weights
81111! the of thelanguage
common
doll of thewas
nation-state nation.
not the result of a sudden upheaval ot
the statement with relevant argu111ents. [CBSE Sample Paper 201~
of the nation-state was not the result of a sudden uPhe avaI or revolution
n,-drawn-out process.
fr cultural identitiesin case of wealth, importance and power, it was able
111t1onsteadily
c,dler nations of the islands.
and Scotland.
 dO ll lll l ,Hllll I.

(vi) Russia, Gennan y, F.n g l nn<l, Aus I, 1a hun~~ry " '''f<' \.-r-r-n ('" r r, , ,ni "ri n•~ I 'nr h, .,,, , ,f , ,• \w r ~,r ,-~ 1 ._. r -.
o Ycr the Halkan s.

HOTS (Higl1er Order Th.in.king Sk.ill:>)

Q. 1. ,VI1 ich co_ndit ion s wcrc_ viewed ns ohstacks to e c onom k exch ;\ n~~ p~ ~Tnwth rT'/ th4-! n..,....,H
con1.n1e rc1al class es d u nng N apoleon's rule?
Ans- Following conditions were viewed as obstacl es to econom,c e~<.ch~rnr:;t~-; / .[_ 7..7 r-,,,;~·,--,, ·,.,,., t'~-'"~ -'-::-M
commercial classes:
(i) The re ,-vas an e normous incre ase in population.
(ii) Feudal sy stem., serfdorn. and manorial dues were t axing for the poot \ar-.l~\e~~ ~as.ants..
(iii) There w ere no standardised weights and m easures and neither a common n_._\f.nr, ..,\ ct1TT~t'\C'/ ..
(iv ) There w as an increased taxation, censorship, forced recru itment ir-.to t'~e "tr~nc·~ ..,,t:-n\~<:> to
conquer Europe.
(v) Th.ere was no freedom to peasants, artisans, workers and new businessmen.
2. Bow was Europe closely allied to the ideology of liberalism?
(i) Ideas of national unity in early 19th century Europe were c\osel, allied to the \c)eo\ogy of
liberalism.
The term 'liberalism' is derived from the Latin word "libei> which meam 11ft.
,,or the new middle classes, liberalism stood for freedom b the imltdl I 1 1 t •t ■P 1 • •
e ht\\':.
 1
•3 • i] ¢erell\
. 11ie lluh~hu ' 0 f ~4/
r-«•>cfo111 n ry '- 111 r>lre o~ h.
,cl'"
""•· • I' fld lll•o1>h.•11 .. thnt tul<•d o
,t~.IC'tn .ind Cl·nt : I '.U1'fify the
Ve d divc•rsc I r,1 f:uropc w
lit;:~~ Au~tria -Hungry, wa.S~~leS- tfle cerfltO
ernent With suitable eY'_.Jittiil1
fies of w It},

• Tl l<•y did not . lt•opll' . l're und<: i.·eS ""' ""

·r autocratic monarci,1 ciJlttJ'-· "of man-
• 1 ~l'l' th , oil -or"' ,
lll'lfah.s hu <:msl' lvcsa s sh· . 0 ,acorf111' 3 P3cclt"'
difft•rt•nt rg empire that , · · ,iring a collective identitY le was .
• It I · I rc~:ions an d f)co ,ru cd over Austria -Hungry, for e,<aJOP , eU as 13ohem1,
nc udccJ the Al . fl e. d- as w
whl're I he aris toc~';2,c regions- the Tyrol Austria and the sudetenlafl
• Jt a ls• 0 Jncludl'd
· th ' T W:is pred ominantly · 'German spea k'in g• •a 0 fdiale ~
• J I- e ftalian . d veneti · 311·etY
n fungry half f SpE!ak,ng princes of LombardY an If 5 poke a "
• o the pop I . O wer ha
n Galicia th . u ation spoke Magyar while ihe
• 1 ' e aristocracy s ok .
•
of ernp1re, a rna4
Besides these th P e Polish. . the boundarY ·ola Croats .
of ree domin d w1th1n 1·n earn• , 11
subject peas ant groups, there also Jive 00
rth slovens
the south and Rant omans peoples
to th- Bohemians. . to the
, Slovaks '
. ce to t h e emperor
The only tie bin . e east rn Transylvarua. ,nillon aJiegian . . .
Q. 4. Why was th dmg these diverse groups together was a co troversial one WI~n tht
~
Uberal fflh e issue of extending political rights to woJJlen co:out political conflicts du,
to gender d~ent in l848? What do these revolutions reYe a
Ans. • Parallel to.uerences?
t .
k ·
easants and wor ers in ma1t1
Europe he revolts of poor, unemployed and starving educated middle classes wa1
und an countries in the year 1848 a revolution Jed by e
J:
erway. ,
• !vents_
of February 1848 in France had bought about the addiction of the monarch and '
public based on universal male suffrage had been proclauned. .
• In other parts of Europe where independent nation states did not eXlS~ -such _as German,
Italy, Poland, the Austro-Hunganan
. E . men and women of the hberal middle class~
rnpire- . .
combined their demands for constitutionaJism with national umficatwn.
1'l! ~1',ue of extending political rights to women was a controversial one within the libera
~ fn which large number of women had participated actively over the years.
~ d their own political associations, founded newspapers and taken part u
,ad demonstrations.
enJed suffrage rights during the elections of assembly.
it was held ln Church ofSt. Paul's, women were admitted only2
e
modem nationalist message to larg1
·table examples.
important role in creating the idea o

been partitioned by the great powers·

le through his operas and musi 1

list symbols.
out of schools and the Russia