10 The rise of nationalism in Europe.pdf

1st day-Snowballing-
1. What do you find in the
picture?
2. When these components
come together what does it
make?

Q1. What can you see here?
Q2. Differentiate between country and continent.

NATIONALISM
• A feeling of belongingness and loyalty causes
people to think of themselves as a nation.
• During 19th
and 20th
centuries nationalism was
a powerful force that could create one nation
from many separate countries (Italy and
Germany)
• Break one nation into many countries
(Austria-Hungry, Turkey)

1st day Questions-
Q1. Describe the four prints of Frederic Sorrieu.
Q1.What type of government did Frederic Sorrieu imagine through
his four prints?
Q2. What evidence did you get from the four prints of Frederic
Sorrieu that gives the idea of democracy?
Q3. Differentiate between state and nation state.

• 1848- Frédéric Sorrieu- a French artist- prepared a
series of four prints visualising his dream of a
world made up of ‘democratic and social
Republics’.
• The first print (Fig. 1) -, shows the peoples of
Europe and America – men and women of all ages
and social classes – marching in a long train, and
offering homage to the statue of Liberty as they
pass by it.

• Artists of the time of the French Revolution
personified Liberty as a female figure -the torch of
Enlightenment she bears in one hand and the
Charter of the Rights of Man in the other.
• On the earth in the foreground of the image lie the
shattered remains of the symbols of absolutist
institutions (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).

• In Sorrieu’s utopian vision, the peoples of the
world are grouped as distinct nations, identified
through their flags and national costume. (Utopian
– A vision of a society that is so ideal that it is
unlikely to actually exist.)
• From the heavens above, Christ, saints and angels
gaze upon the scene. They have been used by the
artist to symbolise fraternity among the nations of
the world.

1st day- Assessment
1. Through the first print, Frederic Sorrieu gave a very
important hint of a kind of government. describe it.
2. Differentiate between modern state and nation state.
3. Why can’t we call India a nation-state?

Nation State.
Nation state is a state in which the great
majority shares the same culture and is
conscious of it. The nation state is an ideal in
which cultural boundaries match up with
political ones. According to one definition, "a
nation state is a sovereign state of which
most of its subjects are united also by factors
such as language or common descent”.

Nation. Nation state and Modern state.
•A nation is a group of people who see themselves as a cohesive(unified) and
coherent unit(where people can express themselves clearly) based on shared
cultural or historical criteria. Nations are socially constructed units, not given
by nature.
• A Nation-State is the idea of a homogenous nation governed by its own
sovereign state—where each state contains one nation. Citizens -develop a
common identity based on shared language, traditions and customs.
•Modern states are ruled by a centralised power and authority. Modern states-
people speaking different languages, following various traditions and cultures
live together. Nations states have now developed as modern states.

2nd day-Precap-
Q1. Explain a nation state and give an example.
Q2. Sorrieu’s print shows an absolutely new type of
country which could not be imagined in the
beginning of the 19th century. Name it.

Part -1
The French Revolution and the Idea of the
Nation

The First clear expression of nationalism came with the French Revolution
1. France was totally a territorial state in 1789 under the rule of
absolute monarchy.
2. The political and constitutional change that came through the
French Revolution led to the transfer of power from monarchy to
peoples rule.
3. Through revolution it was declared that people would make
the nation and shape its future.
Q. What sort of government was indicated in point 2nd and 3rd?

2nd day-Questions-
a) The first clear expression of nationalism came with the
French Revolution of 1789. Explain.
b) List various measures that created a sense of collective
identity amongst the French people.
c) Calculate the steps taken by France to liberate Europe
from despotism.

2nd day- Assessment-
1. Recall the political and constitutional changes brought
by the French Revolution.
2. Which is the other word for despotism?
3. “The French Revolution led to the transfer of
sovereignty from monarchy to a body of French
citizens”. What type of government has been indicated
by this? Give a reason.

Collective Identity through Revolution
1. The idea of La patrie (Fatherland) and Le citoyen (the citizen)
created united community who were given equal rights by the
constitution.
2. A new tricolour flag was chosen for France.
3. The national Assembly was formed to manage the state
affairs.
4. A new national anthem for France was composed.
5. A centralised administration was formed to have uniform law
all over France.
6. All custom duties were abolished and uniform system of
weight and measures were adopted.
7. Regional dialects were discouraged and French was adopted
as common language to all.

3rd day- Precap
1. The French Revolution gave the idea of ‘La Patrie
and Le citoyen. Give the meaning of these two
words.
2. When the news of the French Revolution reached
different cities of Europe, the educated middle
class started to set up Jacobin clubs. Can you tell
why?

Mission of France to liberate whole Europe from despotism
France took it as its duty to liberate the people of Europe
from despotism to help other people of Europe to become
nations.
1. When the news of the French Revolution reached
various cities of Europe, people started to create
Jacobin clubs there.
2. Their activities helped the French army to move into
various countries like Holland, Belgium, Switzerland
and Italy in 1790s.
3. The French army started to carry the ideas of
nationalism abroad.

Napoleonic Code.
When Napoleon captured various places of Europe, he started to introduce various
reforms as he had introduced in France. These reforms were known as the ‘Civil
Code of 1804’. It was also known as ‘Napoleonic Code’. Through this he introduced
administrative changes to make whole system rational and efficient.
1. All privileges based on birth were abolished and equality before the law
was established.
2. The right to property was reorganized.
3. Feudal system was abolished and peasants were freed from slavery.
4. Transport and communication system were improved.
5. Guild system (A guild is an association of artisans or merchants who
oversee the practice of their craft/trade in a particular area. They
established a monopoly of trade in their locality. They were weavers, dyers,
armorers, bookbinders, painters, masons, bakers, leatherworkers,
embroiderers, cobblers etc.) was removed.
6. Peasants, artisans and workers were given freedom in their own sphere.
7. Weight and measurement were standardised and common currency was
introduced.

3rd day Questions-
1. In the administrative field, Napoleon incorporated
revolutionary principles to make the whole system more
rational and effective. Analyse.
2. “Napoleon’s rule created mixed feelings among the
people of Europe. Explain.

Mixed reaction of Napoleon’s rule.
1. In Holland, Switzerland, as well as certain cities like
Brussels, Mainz, Milan and Warsaw the French army was
welcomed as liberator.
2. This enthusiasm did not last for long as people started to
realize that they were not given political freedom.
3. People started to get annoyed because of-
a) over taxation,
b) censorship
c) forced conscription (compulsory enrollment of people
especially for military service) into French army.

3rd day-Assessment-
Q1. Define the meaning of Conscription.
Q2. ‘Define guild.
Q3. ‘Satisfaction of the European people under Napoleon was
short-lived’. Justify the statement.

4th day Precap
Q1.Explain the Civil Code of 1804.
Q2. At first, Brussels, Milan and Warsaw welcomed
Napoleon but in due course of time they started to lose
their cool. What made them do so?

‘In mid 18th century, there were no nation state in Europe’.
1. In mid18th
century Germany,
Italy and Switzerland were
divided into Kingdom, Duchies
(the territory of a duke or
duchess) and cantons.
2. Western and central Europe
were under autocratic monarchy.
3. Diverse people lived there.
They did not have collective
identity or common culture.
Example-Habsburg Empire.

Habsburg empire as the patchwork of many different regions.

Habsburg Empire-
● It included the Alpine regions – the Tyrol, Austria and the Sudetenland –
as well as Bohemia, where the aristocracy was predominantly
German-speaking.
● It also included the Italian-speaking provinces of Lombardy and
Venetia.
● In Hungary, half of the population spoke Magyar while the other half
spoke a variety of dialects.
● In Galicia, the aristocracy spoke Polish. Besides these three dominant
groups.
● There also lived within the boundaries of the empire, a mass of subject
peasant peoples – Bohemians and Slovaks to the north, Slovenes in
Carniola, Croats to the south, and Roumans to the east in Transylvania.

The Aristocracy and the new middle class
1. Socially and politically, landed aristocracy was dominant in Europe.
2. People of this class were united by common way of life.
3. They owned estate in villages and big houses in towns.
4. They spoke French in high society and for diplomacy.
5. Their families were connected by ties of marriage.
6. But their group was small.
7. Majority of the population were peasants.
8. In western Europe lands were farmed by tenants or small farmers.
9. In the eastern and central Europe serfdom was active and lands
were tilles by the serfs.

Industrialisation and its consequences
1. Industrialisation started in Britain in second half of
18th
century.
2. In France and Germany it started in 19th
century.
3. Towns were grown and commercial classes grown to
the Western and some parts of Eastern Europe.
4. With it new social groups came into being.
5. They were known as working class and middle class.
6. They were industrialists, businessmen and
professionals.
7. The educated and liberal middle classes among them
were the first to take out the idea of nationalism.

4th day Questions-
Q1. How can you say that nation-state did not exist in Europe
in 18th century?
Or
Till mid 18th
century there were no nation states in Europe”.
Support the statement with examples. (QB)
Q2. ‘Habsburg Empire was the patch work of many different
regions and people’. Justify.
Q3. Give the characteristics of landed aristocracy.
Q4. The growth of industrialisation changed the social and political
equation of Europe. Elaborate.

4th day- Assessment-
1. In the mid-18th century, the Habsburg dynasty could not
be called a nation-state. Discuss.
2. Compare between aristocrats and peasantry.

5th day-Precap
Q1. How was the Industrial Revolution responsible for
the growth of the middle class?
Q2. Give the names by which Germany, Italy and
Switzerland were divided.

5th day Questions-
Q1. Discuss the Meaning of Liberalism and its effects in
politics and economy in 19th
century.
Q2. “Equality before law did not stand for universal
suffrage”. Justify the statement.
Q3. Mention any two obstacles that the liberal nationalists
wanted to overcome.In what way did the Zollverein of
1834 try to overcome these shortcomings?

Meaning of Liberalism and its effects in politics and economy in 19th
century.
Political liberalism
1. For the new middle class liberalism stood for freedom for individual and
equality of all before law.
2. Politically it stands for the government by consent.
3. Since French Revolution, liberalism stood for end of monarchy and clerical
privileges, a constitution and representative government through parliament.
Economic liberalism
1. In economic sphere, liberalism stood for the freedom of the market.
2. The abolition of state-imposed restrictions on the movement of goods and
capitals.
3. Emergence of middle class occurred.

Equality before law did not stand for universal suffrage
1.Equality before the law did not necessarily stand for universal suffrage.
2. In revolutionary France, which marked the first political experiment in
liberal democracy, the right to vote and to get elected was granted
exclusively to property-owning men.
3. Men without property and all women were excluded from political rights.
Only for a brief period under the Jacobins did all adult males enjoy suffrage.
4. However, the Napoleonic Code went back to limited suffrage and reduced
women to the status of a minor, subject to the authority of fathers and
husbands.
5. Throughout the nineteenth and early twentieth centuries women and
non-propertied men organised opposition movements demanding equal
political rights.

Economic obstacles in 19th century Europe.
1. Napoleon had created 39 small German
confederations.
2. Each state had its own currency, weight and
measures.
3. Traders had to face problems in trading in
various such states.

Creation of Zollverein
Making of unified economic territory or Zollverein
1. In 1834 a customs union of Zollverein was formed at the
initiative of Prussia and joined by most of the German states.
2. The union abolished the tariff barriers and reduced the
currencies from over thirty to two.
3. The creation of network of railways increased the mobility,
making it possible the unification of economy among nations.

5th day- Assessment-
1. Define ‘Elle’.
2. Describe the difficulties faced by the traders in the
first-half of the 19th century.
3. By giving examples, explain that the Napoleonic
Code went back to limited suffrage.

6th day Precap
1. Describe the condition of women under
Napoleonic Code.
2. Mention two important features of political
liberalism.

6th day Questions-
1. “After the fall of Napoleon, European governments
were driven by a spirit of conservatism”. Elaborate.
2. Analyse the main changes brought by the Vienna
Treaty.
3. Conservative regimes set up in 1815 were
aristocratic. Demonstrate with 3 points.
4. Give a short life-sketch of Mazzini.

The beliefs of conservatism after 1815-
● Conservatives believed that established traditional institutions of state
and society like the monarchy, the church, social hierarchies, property
and the family should be preserved.
● Most conservatives did not propose a return to the society of
pre-revolutionary days. They realised from the changes initiated by
Napoleon.
● A modern army, efficient bureaucracy, a dynamic economy, the abolition
of feudalism and serfdom could strengthen autocratic monarchies in
Europe.
● In 1815, the conservative regimes in Europe were autocratic. They did
not tolerate criticism, dissent and tried to curb activities that questioned
legitimacy of autocratic governments.
● Most of them imposed censorship laws to control what was said in
newspapers, books, plays and songs an reflected the ideas of liberty and
freedom associated with the French Revolution.

Treaty of Vienna
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 set up on the boundaries of France to prevent French
expansion in future.
4. The kingdom of the Netherlands, which included Belgium, was set up in the
north and Genoa was added to Piedmont in the south.
5. Prussia was given important new territories on its western frontiers, while
Austria was given control of northern Italy.
6. But the German confederation of 39 states that had been set up by Napoleon
was left untouched.
7. In the east, Russia was given part of Poland while Prussia was given a portion
of Saxony.

Conservative regimes in 1815
1. Conservative regimes of 1815 were autocratic.
2. They did not tolerate criticism or dissent.
3. They sought to curb activities that questioned the
legitimacy of autocratic government.
4. 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.

Giuseppe Mazzini
1. He was born in Genoa in 1807.
2. He became the member of the secret society Carbonari.
3. He was sent to exile in 1831 for starting revolution in Liguria.
4. He also founded two secret societies called Young Italy in Marseilles and Young
Europe in Berne.
5. The members of these societies were from Poland, France, Italy and Germany.
6. According to him countries were the natural units of mankind.
7. So Italy cannot be the patchwork of small states and kingdoms.
8. Italy has to be a single unified republic.
9. Mazzini’s relentless opposition to monarchy and his vision of democracy frightened the
conservatives.
10. Metternich described him as ‘The most dangerous enemy of our social order’.

6th day assessment-
1. Name two secret societies founded by Mazzini.
2. Evaluate the Treaty of Vienna in undoing most of
the changes that had come about in Europe during
Napoleon.

7th day Precap
1. One Italian revolutionary and name two secret
societies set up by him.
2. Evaluate the Treaty of Vienna in undoing most of
the changes that had come about in Europe during
Napoleon.

7th day Questions-
1. Discuss the effects of the revolution of France of
1830.
2. “When France sneezes, the whole of Europe
catches cold”. Elaborate the statement given by
Metternich.
3. Explain in brief-the Greek war of independence.
4. Vernacular language and local folklore carried a
modern nationalist message to the large audience
who were mostly illiterates. Justify.

Part-3
The Age of Revolutions: 1830-1848

Metternich said “When France sneezes the rest of
Europe catches cold”. Justify the statement.
The statement that “When France sneezes, the rest of Europe
catch a cold” can be explained in the following manner:
1. Most of the European countries followed France
persistently.
2. When any revolution occurred in France it infected the
other parts of Europe.
3. The July Revolution of France sparked an uprising in
Brussels which led to Belgium breaking away from the United
Kingdom of Netherlands.

Greek War of Independence
1. The Greek war of independence was fought from 1821 to 1832
between Turkey and Greece.
2. Greece was under Turkey since 15th
century.
3. Due to various reasons war broke out between Greece and Turkey.
4. The Greeks, in order to cast off the slavery of Turkey revolted in
1821.
5. The Nationalist in Greece got support from other Greeks living in exile
and from many West European countries that had sympathy for ancient
Greek culture.
6. The war ended in 1832 with the Treaty of Constantinople and Turkey
recognised Greece as an independent state.

Importance of Greek War of Independence-
1. Greece was granted independence.
2. Its trade got boost and new civilization and culture was born.
3. Greece secured glory which was previously suppressed by
Turkey.
4. Independence of Greece was the first step towards the
dismemberment of Turkey.
5. Encouraged by Greece other states started struggle to get
freedom from Turkey.

French Revolution 1830.
1. The first revolution took place in France in July 1830.
2. The Bourbon kingdom that was restored to power by
Vienna Treaty was now overthrown by liberal nationalists.
3. They installed constitutional monarchy under Louis
Philippe.
4. This revolution sparked an uprising in Brussels which
led to Belgium breaking away from the United Kingdom of
Netherlands.

Romantic Nationalism-
Culture played an important role in creating the idea of nation. Art,
poetry, song and stories helped to shape nationalist feeling.
Romanticism helped in developing particular form of nationalist
sentiments.
1. Romantic artists and poets criticized the reasoning of science.
2. They focused on emotion, intuition and spiritual mystery to
create a sense of collective and cultural heritage as the base of a
nation.
3. German philosopher Johann Gottfried Herder tried to
popularize the spirit of the nation through folk songs, folk
poetry and folk dances.

4. The emphasis was given to vernacular languages and
local folklores to carry the message of nationalism to the
huge number of people who were basically illiterates.
5. In Poland Karol Kurpinski celebrated national struggle
through his operas and music. He turned the dances like
polonaise and mazurka into nationalist symbols.
6. Language also played important role in nationalism.
After Russia captured Poland, Polish language was
abolished and Russian language was imposed
everywhere.
7. Many clergies of Poland began to use language as a
weapon of national resistance.

Poland and Nationalism-
Poland had been partitioned at the end of the 18th century by Russia
Prussia and Austria
1. Vernacular language- Poland emphasized on language and folklore
to recover national spirit and carry nationalist message to the illiterates.
2. Music- In Poland national feelings appeared through music. Karol
kurpinski celebrated National struggle through operas and dances like
polonaise and mazurka.
3. Language- Poland began to use language as a weapon of national
resistance and was used for church gatherings and all religious
instructions.

7th day Assessment
1. Mention three ways by which nationalist feeling
kept alive in Poland.
2. Associate the Treaty of Constantinople with the
Greek war of independence.
3. Give one consequence of the July revolution of
France on Brussels.

8th day Precap-
1. Explain Metternich’s remark “When France
sneezes, the whole of Europe catches cold”.
2. Poets and artists lauded Greece as the cradle of
European civilisation. How can you say that?

8 day questions-
1. The decade 1830 had brought economic hardship
in Europe.Support the statement with arguments.
2. Elaborate the revolution of 1848.
3. Illustrate the revolt of the peasants in Silesia.

Hunger, hardship and popular revolt

Decade of 1830s was known as the great economic hardship in
Europe. Discuss.
1. In Europe population increased in large number.
2. Employment was less and job seekers were more.
3. Rural people migrated to urban areas and lived in overcrowded slums.
4. Stiff competition started between the small producers and machine-made
products imported from England.
5. In those regions of Europe where aristocracy enjoyed power, peasants had to
bear the burden of feudal dues and obligations.
6. Due to the bad harvest the food price grew that brought more poverty in
towns and villages.

The Revolution in France of 1848-
1. Food shortage and widespread unemployment compelled people of
France to start revolution.
2. Barricades were erected.
3. Ruler Louis Philippe was forced to flee from France.
4. A National Assembly was built.
5. It proclaimed France as a republic and granted voting rights to all
male members above 21 years of age and guaranteed the right to work.
6. To provide job, National Workshops were made.

8th day assessment-
1. How was England responsible for the hunger and
hardship for the rest of Europe in the 1830s?
2. Describe the consequences of the revolt of 1848 in
France.

9th day Precap-
1. Identify the economic hardship faced by the
people of Europe in the 1830s.
2. Silesian weavers led a revolt in 1845. Guess the
reason for it.

9th day Questions-
1. Explain political ideas supported by the liberals in the
revolt of 1848.
2. “Frankfurt parliament was the first step towards the
unification of Germany”. Support the statement with
arguments.
3. ‘The issue of extending political rights to women was a
controversial one within the liberal movement’. Illustrate,
4. Though conservativeforces were able to suppress liberal
movements in 1848, they could not restore the old order.
Justify.

The Revolution of Liberals of 1848.
1. In 1848 revolution was led by the educated middle class along the poor,
unemployment and workers in Europe.
2. In this revolution France removed monarchy and brought back republic
based on universal male suffrage.
3. Men and women of the liberal middle class of various places of Europe took
advantage of the growing popular unrest to push their demands for the
creation of nation - state based on parliamentary principles.
4. The political, social and economical ideas supported by the liberals were-
5. Politically- they demanded constitutionalism with national unification.
6. Socially- abolition of serfdom and bonded labour and freedom of
association.
7. Economically- they wanted freedom of markets and right to property.

Frankfurt parliament
1. In German region many political associations were formed whose
members were middle class people.
2. They came together to the city of Frankfurt and decided to vote for
an All German national Assembly.
3. On 18 May 1848, 831 elected representatives marched in a festive
procession to take their places in the Frankfurt Parliament convened in
the church of St Paul.
4. They drafted a constitution for a German nation and wanted
Germany to be constitutional monarchy.

5. They wanted Friedrich Wilhelm IV of Prussia to be the
constitutional monarch which he rejected and opposed the
assembly.
6. While the opposition of the aristocracy and military became
stronger, the social basis of parliament eroded. Women were only
mute spectators to stand in the visitor's gallery.
7. The dominant middle classes resisted the demands of the
workers and artisans, hence lost their support.
8. In the end troops were called in and the assembly was forced to
disband.

Consequences of Frankfurt Parliament-
1. Although conservatives were able to suppress liberal movements, they could
not bring back the old order.
2. The conservatives realized that if they want to end the revolution, they have
to give certain concessions to liberal-nationalist revolutionaries.
3. So after 1848 the monarchies of Central and Eastern Europe began to
introduce certain changes that had already took place in Western Europe before
1815.
4. In Habsburg dominions and in Russia serfdom and bonded labour were
abolished.
5. Habsburg rulers granted more autonomy to the Hungarians in 1867.

The issues of women in liberal movement-
1. Controversy remained on the issue of giving voting right to the
women although they took part in the liberal movement.
2. Women formed their own political associations, funded newspapers
and taken part in political meetings and demonstrations.
3. Despite this, they did not get voting rights during election of
Assembly.
4. Also they were admitted in Frankfurt Parliament only as spectators.

9th day Assessment-
1. What is meant by liberal, and middle class?
2. Frankfurt Parliament was a total
failure. Give arguments in favour
of it.
3. Check the picture and describe the
4. condition of women during
conservative rule.

10th day Precap-
1. What was the main demand of the men and
women liberal middle class?
2. Define ‘Feminist’.

10th day questions-
Q1. Under whose leadership Germany was unified?
Q2. Briefly trace the process of German unification.
Q3. Explain the process of unification of Italy.
Q4. “The history of nationalism in Britain was unlike the rest of Europe”. Justify the
statement.

Part-4
The Making of Germany and Italy

Unification of Germany
Germany was not a unified country at
the beginning of 19th
century.
It had 39 confederations.
German unification was a long and
complicated process.
The credit of unification of Germany
goes to Bismarck who fought
three wars to unify Germany.
His ‘blood and Iron’ policy helped to
unify Germany.

Q. Unification of Germany-
1. Frankfurt Parliament- First attempt was made through Frankfurt
Parliament of 1848. The National Assembly wanted to make constitutional
monarchy with the king Friedrich Wilhelm IV as its ruler. But the king did
not accept it so the parliament was dissolved.
2. Danish-Prussian War 1864- Liberals of Germany wanted to free
Schleswig and Holstein from Denmark. So Bismarck with the help of Austria
fought with Denmark and defeated it in 1864. Schleswig was taken by
Prussia and Holstein was taken by Austria.
3. Austro-Prussian War 1866- In 1866 As Bismarck wanted to unify
Germany it fought with Austria with the help of Italy and France to take
back Holstein. In ‘Seven Weeks War’ Austria was defeated and Holstein was
annexed to Germany.

Q. Unification of Germany-
4. North German Confederation 1866- After defeating Austria
Bismarck organised North German Confederation in 1866. It was
composed of Prussia and 17 other small German states. As a northern
part of Germany was unified Bismarck turned towards south.
5. Franco-Prussian War 1870-71- To gain Alsace and Lorraine,
Bismarck purposely created war against France in the south. In1870
Germany defeated France and Alsace and Lorraine were annexed to
Germany. Thus the unification of Germany was completed in 1871.
Kaiser William I of Prussia became the new German emperor.

Unification of Italy
1. Divided house-During the middle of 19th
century Italy was divided into
seven states of which only Sardinia- Piedmont was ruled by an Italian ruler
king Victor Emmanuel II. North was under Austrian Habsburgs, the centre
was ruled by Pope and the southern region was under the Bourbon Kings of
Spain.
2. Role of Mazzini- He formed secret society called ‘Young Italy’ for
unification of Italy. He frightened the conservatives through opposition of
monarchy and a vision of democratic republic. His revolutionary uprisings of
1831 and 1848 failed.
3. Role of Count Cavour- He was the chief minister of Sardinia-Piedmont.
Through a diplomatic alliance with France, Cavour succeeded in defeating
Austria in 1859 and captured the northern parts.

Unification of Italy
4. Role of Garibaldi- He marched in the south Italy and the
kingdom of two Sicilies and drove out the Spanish ruler with the
support of local peasants in 1860.
5. Conquering of Papal state-Cavour negotiated and able to
annex the Papal States except Rome which remained under
direct control of the Pope Pius IX. Victor Emmanuel II was
proclaimed the king of Italy in 1861. The annexing of Rome on
20 September 1870 was the final event of the long process of
Italian unification.

Q.Unification of Britain-
Scotland
Ireland
Wales
Northern ireland - 2 sects- Catholics and Protestant.

Unification of Britain
1. The strange case of Britain: The transformation of Great Britain
into a nation state was not a sudden process. There was no one British
nation before the eighteenth century. People residing in the British Isles
were mainly English, Welsh, Scots and Irish. These ethnic groups had
distinct political and social traditions. As the English nation grew in
wealth and power, it began to dominate the other islands.
2. Annexation of Scotland- In 1688, the English Parliament seized
power from the monarchy. The Parliament passed the Act of Union,
1707, by which England and Scotland were unified resulting in the
formation of the ‘United Kingdom of Great Britain’. The Parliament was
dominated by the English, and the political and cultural identities of the
Scots were systematically suppressed. The Catholics in Scotland were
brutally suppressed whenever they wanted to regain their
independence.

Unification of Britain
3. Annexation of Northern Ireland- Northern Ireland was inhabited by the
Protestants and the Catholics. The English supported the Protestants and
established their rule with their help and support. Catholics, who constituted a
majority in Ireland, revolted against the British on numerous occasions but were
suppressed. Ireland forcibly became a part of Britain in 1801.
The English language dominated, and both Scotland and Ireland became
subordinate to England. This is a strange case because the formation of nation
states in Great Britain was not a result of a sudden upheaval or revolution. It
was rather a result of long-drawn-out process.

10th day assessment-
1. For the unification of Germany, Bismarck had to
fight against Austria, Denmark and France and no
other country.Why?
2. ‘Italy was a divided house before the unification’.
Explain.
3. Compare the unification between Germany and
Italy.

11th day Precap-
1. Discuss the role of Bismarck for the unification of
Germany.
2. Name the first region that became part of unified
Italy.
3. Which important part was played by the Act of
Union in the unification of Britain.

11th day Questions-
1. Define allegory.
2. The female figures became the allegory of the
nation during the 19th century. Elaborate.
3. Define the significance of the symbols.

Allegory-
Allegory is a female which gives abstract ideas
in terms of characters, figures, and events. It
can be employed in prose and poetry to tell a
story, with a purpose of teaching or explaining
an idea or a principle. The objective of its use is
to teach some kind of a moral lesson.

Significance of portraying nation as a female figure by the
Europeans-
1. The artists thought of giving a face to the nation and
represented a country as a human form.
2. Female figure was chosen though it did not stand for
any particular woman in real life.
3. It was just to give a symbolic idea to the physical
form of a nation.
4. It was used to remind the public of the national
symbol of unity and to persuade them to identify with
it.

Allegory of France and Germany
Marianne Germania-

IMAGES OF BHARAT MATA AND GERMANIA

Differentiate between Bharatmata and Germania.
Bharatmata
1.Bharatmata is the symbol of Indian
nation.
2.She is a calm, composed and divine
figure.
3.She is a motherly figure holding food,
clothes.
4.In another image Bharatmata is
shown with trishul standing beside a
lion and an elephant. Both the symbol
of power and authority.
Germania
1.Germania is the symbol of Germany.
2.She is a brave and courageous lady
protecting her own nation.
3.She is the figure of a warrior holding
sward and flag of Germany.
4.Germania is shown standing against
the beam of sunlight coming through
the flag and wearing crown of oak
leaves which stands for heroism.

11th day Assessment-
1. How can you compare Gremenia and Marianne?
2. Give the significance of oak leaves.
3. Can you guess why only female figures are taken
as allegory?

12th day Precap
1. Female allegory of France portrays 3 ideas. Name
them.
2. What is the significance of blind-folded lady with a
pair of weighing scale.

12th day Questions-
1. Name some countries of Balkan peninsula.
2. Discuss the causes for the tension in Balkan areas.
3. “Balkan problem was one of the reasons for the
starting of World War I. Demonstrate.
4. Many of the countries which had been colonised by
the European powers in the 19th century, began to
oppose imperialism. Explain.

Part-6
Nationalism and Imperialism

The explosive conditions that prevailed in Balkan after 1871 in
Europe.
1. The Balkans was a region of geographical and
ethnic variation comprising modern days
Romania, Bulgaria, Albania, Greece and
Macedonia whose inhabitants were broadly
known as Slavs.
2. A large part of Balkans was under the control
of Ottoman Empire.

Balkan Problem
3. The spread of ideas of Romantic Nationalism in the
Balkans together with the disintegration of the Ottoman
Empire made this region explosive.
4. All throughout the 19th century the Ottoman Empire had
sought to strengthen itself but they could not do it.
5. The Balkan people based their claims for independence or
political rights on nationality and used history for their
claim.
Balkan countries one by one broke away the control of the
Ottoman and became independent

Explosive condition of Balkan areas
1.Jealousy-The Balkan states were very jealous of each other and each
wanted to capture more areas of others to expand their own territory.
2.Rivalry among big powers-This matter got more complicated as rivalry
started among big powers to capture Balkan area.
3.To show own power-Each country wanted Balkan area for its own
trade, colonies and wanted to show its military and naval power to the
others.
4.To remove possession of others-Each country-Russia, Germany,
England and Austria-Hungary-was eager to remove the possession of
other powers over Balkan and impose its own power.
5.World War I-This led to series of wars in the region and ultimately this
led to World War I.

Anti-Colonisation
1. Anti-imperial movements started by many
colonies to form independent nation-state.
2. They were inspired by the sense of collective
national unity.
3. European idea of nationalism was nowhere
replicated for these colonies had developed
their own specific way of nationalism

12th day assessment-
Q1. By seeing the map discuss
the importance of Balkan
Peninsula.
Q2. “The imperialist countries
put more focus on the Balkan
Peninsula”. Support the
statement by giving points.

10 The rise of nationalism in Europe.pdf

Recommended

Recommended

More Related Content

Similar to 10 The rise of nationalism in Europe.pdf

Similar to 10 The rise of nationalism in Europe.pdf (20)

Recently uploaded

Recently uploaded (20)

10 The rise of nationalism in Europe.pdf