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FEI Nowgam, Senior Secondary School Reading/Reference Material for Unit Tests 1 (UT1) Page No.: 1

F E I L i b r a r y

REFERENCE MATERIAL IN

( H i s t o r y )

India and the Contemporary World - II

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Prepared by: Imran Hamid, Teacher FEI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

U n i t T e s t s 1 & 2 (UT1&2)

C l a s s 1 0 t h

Y e a r : 2 0 1 9 - 2 0 2 0

Estd.: 1988 Phone: 9419072646

Fa ya z E duc a t i on al I nst i tut e

(Govt. Recognised Senior Secondary School)

Faiz-Abad, Nowgam - 190 015, Srinagar, Kashmir

FEI Nowgam, Senior Secondary School Class: 10th Subject: Social Science (History) Page No.: 2

History

Unit Test First (UT1)

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Lesson No. 1

The Rise of Nationalism in Europe

Write in brief

a) Giuseppe Mazzini:

Giuseppe Mazzini was an Italian revolutionary, born in Genoa in 1807. He was a member of the secret

society of the Carbonari. At the age of 24, he was sent into exile in 1831 for attempting a revolution in

Liguria. He founded underground societies named „Young Italy‟ in Marseilles and „Young Europe‟ in

Berne, whose members were like-minded young men from Poland, France, Italy and the German States.

b) Count Camilo de Cavour:

Cavour was chief minister of Sardinia-Piedmont state who led the movement to unify the regions of Italy.

He was neither a revolutionary nor a democrat. Like many other wealthy and educated members of the

Italian elite, he spoke French much better than he did Italian. He engineered a careful diplomatic alliance

with France, which helped Sardinia-Piedmont defeat the Austrian forces in 1859, and thereby free the

northern part of Italy from the Austrian Habsburgs.

c) The Greek war of independence:-

Greece had been under the control of the Ottoman Empire since the 15th century. Greeks were subjected

to heavy taxation and Turkish law courts did not protect the Greeks against injustice. The growth of

revolutionary nationalism in Europe mobilized the Greeks to struggle for independence. So, the Greek

war of independence was started in 1821. Nationalists in Greece were supported by the educated elite of

Europe. Due to Greek classical heritage, there was a tremendous sympathy for the Greek cause

throughout Europe. The scholars and artists praised Greece as they considered it as the “cradle of

European civilization”. Thus in 1829, France, England, Russia etc supported Greek to defeat sultan of

Turkey and forced him to sign the treaty of Adrianople in 1829 A.D. Ultimately Greece was recognized as

an independent nation in 1832 through the treaty of Constantinople.

d) The Frankfurt Parliament:

It was an all-German National Assembly formed by the middle-class professionals, businessmen and

prosperous artisans belonging to the different German regions. It was convened on 18 May, 1848 in the

Church of St. Paul, in the city of Frankfurt. This assembly drafted a constitution for a German nation to be

headed by a monarchy subject to a parliament. However, it faced opposition from the aristocracy and

military. Also, as it was dominated by the middle classes, it lost its mass support base. In the end, it was

forced to disband on 31 May, 1849.

e) The role of women in nationalist struggles:

The issue of extending political rights to women was a controversial one within the liberal movement, in

which large numbers of women had participated actively over the years. Women had formed their own

political associations, founded newspapers and taken part in political meetings and demonstrations.

Despite this, they were denied suffrage during the election of the Assembly. When the Frankfurt

Parliament convened in the Church of St. Paul, women were admitted only as observers to stand in the

visitors‟ gallery.


Q.2): What steps did the French revolutionaries take to create a sense of collective identity among

the French people?

Ans): In order to create a sense of collective identity among the French people the French revolutionaries

adopted the following measures and practices:-

i. The ideas of “la Patrie” (the father-land) and “le citoyen” (the citizen) were introduced to emphasis the notion of a united community enjoying equal rights under a constitution.

ii. A new French flag, the tricolor was chosen as a national symbol to replace the royal standard.

iii. The Estates General was replaced by the National Assembly whose members were elected by a body of active citizens.

iv. A centralised administrative system was introduced to make uniform laws for all citizens.

v. The French language as spoken in Paris was made the official language.

vi. Other regional dialects were discouraged.

vii. Abolition of internal customs and duties.

viii. Uniform system of weights and measures were adopted.

ix. New hymns.

x. Oaths in the name of martyrs and the nation.

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

portrayed?

Ans: Marianne was the female allegory of French nation. Similarly, Germania was the female allegory of

German nation. They stood as personifications of the revolutionary ideals like ‘Liberty’ and the

‘Republic’. The importance of the way in which they were portrayed is given in the following points:

i. It was an attempt of the revolutionaries to give a concrete form to the abstract idea of the nation. They believed that it would instill nationalist feelings among the people of these countries.

ii. Statues of Marianne with red cap, the tri-colour and the cockade were erected at public squares to remind the people, the symbol of national unity.

iii. Germania was portrayed in visual representations wearing a crown of oak leaves. As the German oak stands for heroism, so it was aimed to develop heroism among Germans.

Q.4): Briefly trace the process of Unification of Germany.

Ans: In the 1800s, nationalist feelings were strong in the hearts of the middle-class Germans.

They united in 1848 to create a nation-state out of the numerous German States. But the

monarchy and the military got together to repress them and they gained support from the

landowners (the Junkers) too. Prussia soon became the leader of German unification movement.


Its Chief Minister Otto von Bismark was the architect of the process with support from Prussian

army and its bureaucracy. The unification process was completed after Prussia won wars with

Austria, Denmark and France over seven years. In January 1871, the Prussian king, Kaiser

William-I, was proclaimed as the German Emperor in a ceremony held at Versailles.

i. The Danish-Prussian War (1864): Duchies of Schleswig and Holstein were under the

possession of Denmark, but were inhabited by Germany. They were a bone of contention between

Germany and Denmark. Bismark induced the Austrian Emperor to join Germany in the war

against Denmark. The Astro-German armies easily defeated Denmark and forced her to cede the

two duchies to Austria and Prussia jointly.

ii. Austro-Prussian war (1866): Now Bismark planned to annex the two duchies to Prussia.

He accused Austria of encouraging discontent against the Prussians in Schleswig. In 1866,

Prussia declared war and defeated Austria. The North German confederation was next step by

Bismark for unification of Germany.

iii. France-Prussia war (1870): The war between Prussia and France was the final step in the

creation of unified German nation. The dispute was over the succession to the Spanish throne. On

July 19, 1870, France declares war against Prussia. The states of North confederation supported

Prussia and defeated France and surrender Alsaac and Lorraine to Germany.

Q.5): What changes did Napoleon introduce to make the administrative system more efficient in the

territories ruled by him?

Ans: The civil code, known as Napoleonic code, of 1804, Napoleon introduced some Reforms,

Revolutionary Principles and made the system rational and efficient.

i. Abolition of privileges based on birth.

ii. Equality before law.

iii. Property rights to all.

iv. The code became applicable in Dutch Republic, Switzerland, Italy and Germany.

v. Simplified administrative divisions.

vi. Freedom to peasants from serfdom, etc.

vii. Abolition of Feudal system.

viii. Removal of guild restrictions.

ix. Improvement in transport and communication.

x. Peasants, artisans, etc., enjoyed freedom.

xi. Businessmen and small scale producers were benefited by the new system.


Discuss

Q.1: Explain what is meant by the 1848 revolution of the liberals. What were the political, social

and economic ideas supported by the liberals?

Ans: The 1848 revolution of the liberals refers to the various national movements pioneered by educated

middle classes alongside the revolts of the poor, unemployed and starving peasants and workers in

Europe. In France food shortages and wide spread unemployment during 1848 led to popular uprisings, in

other parts of Europe, men and women of the liberal middle classes came together to voice their demands

for the creation of nation-states based on parliamentary principles. The political, social and economic

ideas supported by the liberals were:

Politically they demanded constitutionalism with national unification, nation-state with a written

constitution and parliamentary administration.

Socially, they wanted end of privileges and equal rights to all.

Economically, they demanded freedom and markets and right to property. Abolition of state

imposed restrictions on the movement of goods and capital.

Q.2: Choose three examples to show the contribution of culture of the growth of nationalism in Europe:

Answer: Three examples to show the contribution of culture to the growth of nationalism in Europe were:

Romanticism was a European cultural movement aimed at developing national unity creating a sense of shared heritage and common history. The Romantic artist’s emphasis on emotions, intuition and mystical feelings gave shape and expression to nationalist sentiments. The strength of art in promoting nationalism is well exemplified in the role played by European poets and artists in mobilizing public opinion to support the Greeks in their struggle to establish their national identity.

Folk songs, dances and poetry contributed to popularizing the spirit of nationalism and patriotic feelings in Europe. Collecting and recording the different forms of folk culture was important for building a national consciousness. Being a part of the lives of the common people, folk culture enabled nationalists to carry the message of nationalism to a large and diverse audience. The Polish composer Karol Kurpinski celebrated and popularized the Polish nationalist struggle through his operas and music, turning folk dances like the polonaise and mazurka into nationalist symbols.

Language also played a distinctive role in developing nationalist feelings in Europe. An example of this is how during Russian occupation, the use of Polish came to be seen as a symbol of struggle against Russian dominance. During this period, Polish language was forced out of schools and Russian language was imposed everywhere. Following the defeat of an armed rebellion against Russian rule in 1831, many members of the clergy in Poland began using language as a weapon of national resistance. They did so by using Polish language for Church gatherings and religious instruction. The emphasis on the use of vernacular language, the language of the masses, helped spread the message of national unity.


Q.3): Through a focus on any two countries, explain how nations developed over the nineteenth

century.

Ans: Nationalism that emerged in the 18th century in Europe led to the development of nations over the

19th century. Several nations were formed in the 19th century. However, here we will focus on the

development of Germany & Italy as nations.

I. Germany: The French occupation and Congress of Vienna transformed about 200 kingdoms of

Germany into a confederation of 39 independent states. German nationalism that emerged during its

French occupation was subsequently developed by the inspiration of romanticist ideas. In 1848 Liberals

tried to unify Germany through Frankfurt Assembly but failed because of the opposition and rejection of

the King of Prussia, Freidrich Wilhelm. In the following decades many Germans turned to Prussia for

leadership in the struggle for unification. The C.M. of Prussia, Otto von Bismark adopted the policy of

Blood and Iron, with the help of Prussian army and bureaucracy. Under this policy Prussia fought three

wars over seven years with Denmark, Austria and France. This policy resulted into Prussian victory and

German unification on 18th January 1871, Kaiser William-I was proclaimed as the German Emperor. In

this way Germany developed into a nation.

II. Italy: Italy was divided into seven states in the middle of the 19th century. Out of these states only,

Sardinia Piedmont was ruled by the Italian Princely house. Giuseppe Mazzini who was a liberal

revolutionary sought to unify Italy. He formed ‘Young Italy’ but failed to drive Austrians out of Italy in

1848 uprising. After this the responsibility was taken by Sardinia Piedmont. Its C.M. Count Camelo de

Cavour defeated Austria in 1859, through a diplomatic alliance with France. After it Garibaldi organised

expedition of the thousand to liberate southern Italy from Bourbons of Spain. In 1861 Victor Emmanuel II

was proclaimed as the King of United Italy.

Q.4): How was the history of nationalism in Britain unlike the rest of Europe?

Answer: The history of nationalism in Britain is unlike the rest of Europe because:

> In Britain the formation of the nation-state was not the result of a sudden upheaval or revolution.

> The primary identities of the people who inhabited the British Isles were ethnic ones- such as English, Welsh, Scot and Irish.

> The Act of Union (1707) between England and Scotland resulted in the formation of the ‘United Kingdom of Great Britain’ meant that England was able to impose its influence on Scotland. Scotland’s distinctive culture and political institutions were systematically suppressed. > The Scottish highlanders were forbidden to speak their Gaelic language or wear their national dress and large numbers were forcibly driven out of their homeland.

> The English helped the Protestants of Ireland to establish their dominance over a largely Catholic country. Catholic revolts against British dominance were suppressed. Ireland was forcibly incorporated into the United Kingdom in 1801.

> The symbols of the New Britain-the British flag, the national anthem, the English language were actively promoted and older nations survived only as subordinate partners in this union.


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

Ans: The Balkans was the most serious source of nationalist tension in Europe because of the following

reasons.

i) The Balkans include present day Romania, Bulgaria, Albania, Greece, Bosnia, Herzegovina,

Serbia, Montenegro etc. So, it reveals that Balkan was a region of geographical & ethnic variation.

This wide diversity of the region led to nationalist tensions.

ii) A large part of Balkans was under Ottoman Empire. The disintegration of the empire & the

romantic nationalism made the region highly sensitive. It was so because the Slavic nationalities

struggled to define their identity & independence.

iii) The Balkan states were jealous of each other as each of them tried to gain more territory at the

expense of others.

iv) The Balkan problem became more complicated because of big power rivalry. The European

powers such as Russia, Germany, England, Austria and Hungary wanted to take control over the

region. This led to a series of Balkan wars which culminated into the outbreak of First World War

in 1914.

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