Suras CBSE 10 TH SS Term 1 Guide

Click here to learn more : https://bit.
ly/3AkL3y5
SOCIAL SCIENCE
m
co
TERM - I 90 Minutes
s.
ok
CBSE - Class X
o
Strictly as per the Latest CBSE Syllabus released on 5th July,
ab
2021 (CBSE Cir.No.Acad-51/2021)
ur
Salient Features
.s
 Chapterwise Concept Map and Quick Notes.

 As per Latest NCERT Norms, the Objective Type Questions - Multiple Choice
w
Questions, Assertion and Reason Type Questions and Case Based Questions are
included.
 Useful for Board Exam 2021-22 (November - December)
w
w
SURA PUBLICATIONS
Chennai
orders@surabooks.com Ph:9600175757 / 8124201000

Click here to learn more : https://bit.ly/3AkL3y5
m
2021-22 Edition
co
All rights reserved © SURA Publications.
No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form
or by any means, digitally, electronically, mechanically, photocopying, recorded or otherwise, without
s.
the written permission of the publishers. Strict action will be taken.
ISBN: 978-93-5330-397-6
ok
Code No: CB10_18
Author o Edited by
Mrs. Chitra, M.A. Mrs. PG. Helan Sathiya, M.Com., M.Phil.
Chennai Chennai
ab
Mrs. Subha Sarathy M.Sc., M.Phil.
Chennai
ur
.s
Sura Publications
w
1620, ‘J’ Block, 16th Main Road, Anna Nagar, Chennai - 600 040.
Phones : 044-48629977, 48627755
w
Mobile : 80562 94222 / 80562 15222

Email : orders@surabooks.com
Website : www.surabooks.com
w

m
co
s.
o ok
ab
ur
.s
w
w
w

m
co
s.
o ok
ab
ur
.s
w
w
w

m
co
s.
o ok
ab
ur
.s
w
w
w

m
co
s.
o ok
ab
ur
.s
w
w
w

m
co
s.
o ok
ab
ur
.s
w
w
w

Subject Section
C ontents
Title Page No.
m
India and the Unit I EVENTS & PROCESSES
Contemporary
I. The Rise of Nationalism in Europe 1 - 18
co
World-II
Chapter 1 – Resources and Development 19 - 34
Contemporary
Chapter 3 – Water Resources 35 - 44
India II
s.
Chapter 4 – Agriculture 45 - 60
Democratic Unit I Chapter 1 – Power Sharing 61 - 72
ok
Politics-II Chapter 2 – Federalism 73 - 86
Understanding Chapter 1 – Development 87 - 95
Economic
Development Chapter 2 – Sectors of the Indian Economy 96 - 108
o
Map work 109 - 114
ab
Course Structure
Class X (2021 - 22)
TERM - I
ur
Max. Marks : 40
Unit No. Units No. of Periods Marks
.s
I India and the Contemporary World – II 12 10

II Contemporary India – II 16 10
III Democratic Politics – II 14 10
w
IV Economics 20 10
Total 62 40
w
TERM - II
Max. Marks : 40
w
Unit No. Units No. of Periods Marks

I India and the Contemporary World – II 34 10
II Contemporary India – II 19 10
III Democratic Politics – II 14 10
IV Economics 22 10
Total 89 40

Course Content - X
Term - I
Unit 1: India and the Contemporary World – II
m
Themes Learning objectives
Section 1: Events and Processes
co
1. The Rise of Nationalism in Europe
◆◆ The French Revolution and the Idea of the Nation ◆◆ Enable the learners to identify and comprehend the forms in
◆◆ The Making of Nationalism in Europe which nationalism developed along with the formation of
nation states in Europe in the post-1830 period.
◆◆ The Age of Revolutions: 1830-1848
◆◆ The Making of Germany and Italy ◆◆ Establish the relationship and bring out the difference between
s.
European nationalism and anti-colonial nationalisms.
◆◆ Visualizing the Nation
◆◆ Understand the way the idea of nationalism emerged and led to
◆◆ Nationalism and Imperialism
the formation of nation states in Europe and elsewhere.
ok
Unit 2: Contemporary India – II
1. Resources and Development
◆◆ Types of Resources ◆◆ Understand the value of resources and the need for their
◆◆ Development of Resources
o judicious utilization and conservation.
◆◆ Resource Planning in India
ab
◆◆ Land Resources
◆◆ Land Utilization
◆◆ Land Use Pattern in India
◆◆ Land Degradation and Conservation Measures
◆◆ Soil as a Resource
ur
◆◆ Classification of Soils
◆◆ Soil Erosion and Soil Conservation
3. Water Resources
.s
◆◆ Water Scarcity and The Need for Water ◆◆ Identify different Dams in the country.
Conservation and Management
◆◆ Multi-Purpose River Projects and Integrated Water
Resources Management
w
◆◆ Rainwater Harvesting
Note: The theoretical aspect of chapter ‘Water Resources’ to be assessed in the Periodic Tests only and will not be evaluated in Board
Examination. However, the map items of this chapter as listed will be evaluated in Board Examination.
w
4. Agriculture
◆◆ Types of farming ◆◆ Explain the importance of agriculture in national economy.
◆◆ Cropping Pattern ◆◆ Identify various types of farming and discuss the various
farming methods; describe the spatial distribution of major
w
◆◆ Major Crops
crops as well as understand the relationship between rainfall
◆◆ Technological and Institutional Reforms
regimes and cropping pattern.
◆◆ Impact of Globalization on Agriculture
◆◆ Explain various government policies for institutional as well as
technological reforms since independence.

Unit 3: Democratic Politics – II

1. Power Sharing
◆◆ Case Studies of Belgium and Sri Lanka ◆◆ Familiarize with the centrality of power sharing in a democracy.
◆◆ Why power sharing is desirable? ◆◆ Understand the working of spatial and social power sharing
m
◆◆ Forms of Power Sharing mechanisms.
2. Federalism
◆◆ What is Federalism? ◆◆ Analyse federal provisions and institutions.
co
◆◆ What make India a Federal Country? ◆◆ Explain decentralization in rural andurban areas.
◆◆ How is Federalism practiced?
◆◆ Decentralization in India
Unit 4: Economics
s.
1. Development
ok
◆◆ What Development Promises - Different people ◆◆ Familiarize with concepts of macroeconomics.
different goals ◆◆ Understand the rationale for overall human development in our
◆◆ Income and other goals country, which includes the rise of income, improvements in
◆◆ National Development health and education rather than income.
◆◆ How to compare different countries or states? ◆◆ Understand the importance of quality of life and sustainable
◆◆ Income and other criteria
o development.
◆◆ Public Facilities
ab
◆◆ Sustainability of development
2. Sectors of the Indian Economy
◆◆ Sectors of Economic Activities ◆◆ Identify major employment generating sectors.
◆◆ Comparing the three sectors ◆◆ Reason out the government investment in different sectors of
ur
◆◆ Primary, Secondary and Tertiary Sectors in India economy.

◆◆ Division of sectors as organized and unorganized
◆◆ Sectors in terms of ownership: Public and Private
Sectors
.s
LIST OF MAP ITEMS

CLASS X (2021-22) - Term - I
w
A. GEOGRAPHY
Chapter 1: Resources and Development
w
a. Major soil Types

Chapter 3: Water Resources
Dams:
w
a. Salal b. Bhakra Nangal c. Tehri

d. Rana Pratap Sagar e. Sardar Sarovar f. Hirakud
g. Nagarjuna Sagar h. Tungabhadra
Note: The theoretical aspect of chapter ‘Water Resources’ to be assessed in the Periodic Tests only and will not be evaluated in Board
Examination. However, the map items of this chapter as listed above will be evaluated in Board Examination.
Chapter 4: Agriculture
a. Major areas of Rice and Wheat
b. Largest / Major producer States of Sugarcane, Tea, Coffee, Rubber, Cotton and Jute

Course Content - X
Term - II
Unit 1: India and the Contemporary World – II
m
Section 1: Events and Processes
2. Nationalism in India
co
◆◆ The First World War, Khilafat and Non - ◆◆ The First World War, Khilafat and Non - Cooperation
Cooperation ◆◆ Differing Strands within the Movement
◆◆ Differing Strands within the Movement ◆◆ Towards Civil Disobedience
◆◆ Towards Civil Disobedience ◆◆ The Sense of Collective Belonging
◆◆ The Sense of Collective Belonging
s.
Section 2: Livelihoods, Economies and Societies
Note: Any one theme of the following. The theme selected should be assessed in the periodic test only and will not be evaluated in the board
examination:
ok
3. The Making of a Global World
◆◆ The Pre-modern world ◆◆ Show that globalization has a long history and point to the shifts
◆◆ The Nineteenth Century (1815-1914) within the process.
◆◆ The Inter war Economy
o ◆◆ Analyze the implication of globalization for local economies.
◆◆ Rebuilding a World Economy: The Post-War Era ◆◆ Discuss how globalization is experienced differently by different
social groups.
4. The Age of Industrialization
ab
◆◆ Before the Industrial Revolution ◆◆ Familiarize with the Pro- to-Industrial phase and Early – factory
◆◆ Hand Labour and Steam Power system.
◆◆ Industrialization in the colonies ◆◆ Familiarize with the process of industrialization and its impact
on labour class.
◆◆ Factories Come Up
ur
◆◆ Enable them to understand industrialization in the colonies

◆◆ The Peculiarities of Industrial Growth
with reference to Textile industries.
◆◆ Market for Goods
Unit 2: Contemporary India – II
.s

5. Minerals and Energy Resources
◆◆ What is a mineral? ◆◆ Identify different types of minerals and energy resources and
w
◆◆ Mode of occurrence of Minerals places of their availability

◆◆ Ferrous and Non-Ferrous Minerals ◆◆ Feel the need for their judicious utilization
◆◆ Non-Metallic Minerals
w
◆◆ Rock Minerals
◆◆ Conservation of Minerals
◆◆ Energy Resources
w
 Conventional and Non-Conventional

◆◆ Conservation of Energy Resources
Note: The theoretical aspect of chapter ‘Minerals and Energy Resources’ to be assessed in the Periodic Tests only and will not be evaluated
in Board Examination. However, the map items of this chapter as given in the Map List will be evaluated in Board Examination

6. Manufacturing Industries
◆◆ Importance of manufacturing ◆◆ Bring out the importance of industries in the national economy
◆◆ Contribution of Industry to National Economy as well as understand the regional disparities which resulted due
◆◆ Industrial Location to concentration of industries in some areas.
◆◆ Classification of Industries ◆◆ Discuss the need for a planned industrial development and
m
◆◆ Spatial distribution debate over the role of government towards sustainable
◆◆ Industrial pollution and environmental degradation development.
◆◆ Control of Environmental Degradation
7. Life Lines of National Economy
co
◆◆ Transport – Roadways, Railways, Pipelines, ◆◆ Explain the importance of transport and communication in the
Waterways, Airways ever-shrinking world.
◆◆ Communication ◆◆ Understand the role of trade and tourism in the economic
◆◆ International Trade development of a country.
◆◆ Tourism as a Trade
s.
Unit 3: Democratic Politics – II
ok
6. Political Parties
◆◆ Why do we need Political Parties? ◆◆ Analyze party systems in democracies.
◆◆ How many Parties should we have? ◆◆ Introduction to major political parties, challenges faced by them
◆◆ National Political Parties and reforms in the country.
◆◆ State Parties o
◆◆ Challenges to Political Parties
◆◆ How can Parties be reformed?
7. Outcomes of Democracy
ab
◆◆ How do we assess democracy’s outcomes? ◆◆ Evaluate the functioning of democracies in comparison to
◆◆ Accountable, responsive and legitimate government alternative forms of governments.
◆◆ Economic growth and development ◆◆ Understand the causes for continuation of democracy in India.
◆◆ Reduction of inequality and poverty ◆◆ Distinguish between sources of strengths and weaknesses of
ur
◆◆ Accommodation of social diversity Indian democracy.

◆◆ Dignity and freedom of the citizens
Unit 4: Economics
.s
3. Moneyand Credit
◆◆ Money as a medium of exchange ◆◆ Understand money as an economic concept.
◆◆ Modern forms of money ◆◆ Understand the role of financial institutions from the point of
w
◆◆ Loan activities of Banks view of dayto-day life.

◆◆ Two different credit situations
◆◆ Terms of credit
◆◆ Formal sector credit in India
w
◆◆ Self Help Groups for the Poor

4. Globalization and the Indian Economy
◆◆ Production across countries ◆◆ Explain the working of the Global Economic phenomenon.
w
◆◆ Interlinking production across countries

◆◆ Foreign Trade and integration of markets
◆◆ What is globalization?
◆◆ Factors that have enabled Globalization
◆◆ World Trade Organization
◆◆ Impact of Globalization on India
◆◆ The Struggle for a fair Globalization

LIST OF MAP ITEMS

CLASS X (2021-22) - Term - II
A. HISTORY (Outline Political Map of India)
m
Chapter - 2 Nationalism in India – (1918 – 1930) for Locating and Labelling / Identification
1. Indian National Congress Sessions:
a. Calcutta (Sep. 1920) b. Nagpur (Dec. 1920)
co
c. Madras (1927)
2. Important Centres of Indian National Movement
a. Champaran (Bihar) - Movement of Indigo Planters
b. Kheda (Gujarat) - Peasant Satyagrah
c. Ahmedabad (Gujarat) - Cotton Mill Workers Satyagraha
s.
d. Amritsar (Punjab) - Jallianwala Bagh Incident
e. Chauri Chaura (U.P.) - Calling off the Non-Cooperation Movement
f. Dandi (Gujarat) - Civil Disobedience Movement
ok
B. GEOGRAPHY (Outline Political Map of India)
Chapter 5: Minerals and Energy Resources
Power Plants-(Locating and Labelling only)
o
a. Thermal
◆◆ Namrup ◆◆ Singrauli ◆◆ Ramagundam
ab
b. Nuclear
◆◆ Narora ◆◆ Kakrapara ◆◆ Tarapur ◆◆ Kalpakkam
Chapter 6: Manufacturing Industries (Locating and Labelling Only)
Cotton Textile Industries:
a. Mumbai b. Indore c. Surat
ur
d. Kanpur e. Coimbatore
Iron and Steel Plants:
a. Durgapur b. Bokaro c. Jamshedpur
.s
d. Bhilai e. Vijaynagar f. Salem

Software Technology Parks:
a. Noida b. Gandhinagar c. Mumbai
w
d. Pune e. Hyderabad f. Bengaluru

g. Chennai h. Thiruvananthapuram
Chapter 7: Lifelines of National Economy
w
Major Ports: (Locating and Labelling)

a. Kandla b. Mumbai c. Marmagao
d. New Mangalore e. Kochi f. Tuticorin
w
g. Chennai h. Vishakhapatnam i. Paradip

j. Haldia
International Airports:
a. Amritsar (Raja Sansi) b. Delhi (Indira Gandhi International)
c. Mumbai (Chhatrapati Shivaji) d. Chennai (Meenam Bakkam)
e. Kolkata (Netaji Subhash Chandra Bose) f. Hyderabad (Rajiv Gandhi)

Internal Assessment
Marks Description
Periodic Assessment 10 Marks Pen Paper Test 5 marks
Assessment using multiple strategies For example, Quiz, Debate, Role Play,
Viva, Group Discussion, Visual Expression, Interactive Bulletin Boards,
m
Gallery Walks, Exit Cards, Concept Maps, Peer Assessment, Self- Assessment,
etc.
Portfolio 5 Marks ◆◆ Classwork and Assignments
◆◆ Any exemplary work done by the student
co
◆◆ Reflections, Narrations, Journals, etc.
◆◆ Achievements of the student in the subject throughout the year
◆◆ Participation of the student in different activities like Heritage India Quiz
Subject Enrichment 5 Marks ◆◆ Project Work
Activity
s.
Total 20 Marks
Project Work
ok
CLASS X (2021-22)
05 Periods 05 Marks
1. Every student has to compulsorily undertake any one project on the following topics:
Consumer Awareness
OR
o Social Issues
OR
Sustainable Development
ab
2. Objective: The overall objective of the project work is to help students gain an insight and pragmatic understanding of the theme and see all
the Social Science disciplines from interdisciplinary perspective. It should also help in enhancing the Life Skills of the students.
Students are expected to apply the Social Science concepts that they have learnt over the years in order to prepare the project report.
If required, students may go out for collecting data and use different primary and secondary resources to prepare the project. If possible,
different forms of Art may be integrated in the project work.
ur
S.No. Aspects Marks

a. Content accuracy, originality and analysis 2
b. Presentation and creativity 2
c. Viva Voce 1
.s
3. The distribution of marks over different aspects relating to Project Work is as follows:
4. The projects carried out by the students in different topics should subsequently be shared among themselves through interactive sessions
such as exhibitions, panel discussions, etc.
w
5. All documents pertaining to assessment under this activity should be meticulously maintained by concerned schools.
6. A Summary Report should be prepared highlighting:
◆◆ objectives realized through individual work and group interactions;
w
◆◆ calendar of activities;
◆◆ innovative ideas generated in the process (like comic strips, drawings, illustrations, script play etc.);
◆◆ list of questions asked in viva voce.
7. It is to be noted here by all the teachers and students that the projects and models prepared should be made from eco-friendly products
w
without incurring too much expenditure.

8. The Project Report should be handwritten by the students themselves.
9. Records pertaining to projects (internal assessment) of the students will be maintained for a period of three months from the date of
declaration of result for verification at the discretion of Board. Subjudiced cases, if any or those involving RTI / Grievances may however be
retained beyond three months.

India and the Contemporary World-II (History)
Chapter
1
The Rise of Nationalism
in Europe
m
Concept Map
co
2. The Making of Nationalism
in Europe
• 2.1 The Aristocracy and the New
Middle Class
In 1789, the members of this class were
united by a common way of life that cut
s.
across regional divisions. A working 3. The Age of Revolutions: 1830-1848
1. The French Revolution and
class population, and middle classes • 3.1 The Romantic Imagination and
the Idea of the Nation (which was composed of industrialists, National Feeling
• France, a territorial state in 1789 under businessmen, and professionals) made The emphasis on vernacular language
the rule of an absolute monarch. the new social groups. and the collection of local folklore was
ok
• The political and constitutional • 2.2 What did Liberal Nationalism not just to recover an ancient national
changes due to french revolution led Stand for? spirit, but also to carry the modern
to the transfer of sovereignty from the Ideas of national unity in early- nationalist message to large audiences
monarchy. nineteenth-century Europe were who were mostly illiterate.
• The French revolutionaries introduced closely allied to the ideology of • 3.2 Hunger, Hardship and Popular
various measures to create a sense of liberalism. Napoleonic Code reverted Revolt
collective identity among the French to the earlier system of limited suffrage. In 1830s food shortages and
people. • 2.3 A New Conservatism after 1815 widespread unemployment brought the
• The ideas of la patrie and le citoyen
emphasised the notion of a united
community.
o In 1834, a customs or Zollverein was
formed, at the initiative of Prussia and
population of Paris out on the roads
• 3.3 1848: The Revolution of the
was joined by most of the German Liberals
• A new French flag, estate general states. One of the major issues taken
ab
Parallel to the revolts of the poor,
hymns were introduced. up was freedom of the press. unemployed and starving peasants and
• French became the common language • 2.4 The Revolutionaries workers in many European countries
of the nation. Secret societies were set up in in the year 1848, a revolution led by the
• French armies moved to Holland, Germany, France, Switzerland and educated middle classes was under way.
Belgium Italy & Switzelland to spread Poland. Mazzini’s relentlessly opposed The Habsburg rulers granted more
the idea of nationalism. the monarchy. autonomy to the Hungarians in 1867.
ur
THE RISE OF NATIONALISM

IN EUROPE
.s
6. Nationalism and Imperialism 5. Visualising the Nation 4. The Making of Germany and
• These rivalries were very evident in • The female form that was chosen to Italy
the way the Balkan problem unfolded. personify the nation sought to give the • 4.1 Germany – Can the Army be the
w
Each power – Russia, Germany, abstract idea of the nation a concrete Architect of a Nation?
England, Austro-Hungary – was keen form. In Germany ‘Germania’ was The nation-building process in
on countering the hold of other powers chosen as an allegary of “Christianed Germany had demonstrated the
over the Balkans, and extending its Marianne” was chosen. dominance of Prussian state power.
own control over the area. Prussian measures and practices
often became a model for the rest of
w
Germany.
• 4.2 Unification of Italy
uring the middle of the nineteenth
D
century, Italy was divided into seven
w
states, of which only one, Sardinia-

Piedmont, was ruled by an Italian
princely house.
• 4.3 The Strange Case of Britain
he primary identities of the people
T
who inhabited the British Isles were
ethnic ones – such as English, Welsh,
Scot or Irish. The Act of Union (1707)
between England and Scotland that
resulted in the formation of the ‘United
1 Kingdom of Great Britain.

2
Sura’s  India and the Contemporary World-II (History) Term - I  CBSE  Class X
Quick Notes
m
The French Revolution and the Idea Civil Code/Napoleonic Code (1804)
of Nation ◆◆ It established equality before law.
◆◆ In 1848, Frederic Sorrieu a French artist ◆◆ It abolished all privileges based on birth.
◆◆ It granted the right to property to French
co
prepared a series of four prints visualizing his
dream of a world made up of democratic and citizens.
social republic. ◆◆ It simplified administrative divisions.
◆◆ During 19th century nationalism emerged ◆◆ It abolished feudal system and freed peasants
forcing many changes in political and mental from serfdom.
s.
world of Europe. ◆◆ It removed restrictions on guilds in towns.
◆◆ Introduction of various measures and ◆◆ It improved transport and communication.
practices created sense of collective identity
ok
among the people of France. Nationalism in Europe
◆◆ France was under absolute monarchy in 1789.
◆◆ Today, Germany, Italy and Switzerland were
◆◆ The Revolution transferred the sovereignty divided into Kingdom, duchies and cantons these
from the monarch to the French people. divisions were having their autonomous rulers.
◆◆
o
Ideas of La patrie (the fatherhood) and ◆◆ They did not see themselves as sharing a collective
Le citoyen (the citizen) adopted. identity or a common culture.
ab
◆◆ New French Flag, the tricolour, adopted ◆◆ They even spoke different languages and belonged
replacing the royal standard. to different ethnic groups. E.g., The Habsburg
◆◆ Estates General elected by citizens and Empire of Austria–Hungary comprised French,
renamed the National Assembly. Italian and German-speaking people.
ur
◆◆ A centralized political system established. ◆◆ Alpine regions such as the Tyrol, Austria and the
◆◆ Internal custom dues abolished. Sudetenland – as well as Bohemia, the aristocracy
◆◆ Uniform weights and measures adopted. was predominantly German-speaking.
◆◆ French became the language of the nation. ◆◆ The provinces of Lombardy and Venetia were
.s
◆◆ French armies moved into Holland, Belgium, Italian-speaking.

Switzerland and Italy in the 1790s with a ◆◆ In Hungary, half of the population spoke
promise of liberating the people from their Magyar while the other half spoke a variety of
w
despotic rulers. dialects.

◆◆ Rise of Napoleon and his reforms. ◆◆ In Galicia, the aristocracy spoke Polish.
◆◆ Revolutionaries help other peoples of Europe ◆◆ Industrialization in England, Emergence of a
w
to become nation. working class and liberalism.

Napoleon (1769-1821) ◆◆ After the defeat of Napoleon, the European
◆◆ He ruled France from 1799 to 1815. government follows the spirit of conservations
w
◆◆ He assumed absolute powers in 1799 by conservative regimes were autocratic

becoming the First Consul. Revolutionaries at that time fight for liberty
◆◆ Militarily, Napoleon proved to be an oppressor and freedom. E.g. Mazzini, a young Italy and
for the people of the conquered territories. Young Europe.
◆◆ Taxation and censorship were imposed and
military services were made mandatory.

Chapter 1: The Rise of Nationalism in Europe

3
◆◆ Europe was broadly divided into two classes ◆◆ They sought to curb activities that questioned
during this period namely, the legitimacy of autocratic governments.
a) Aristocracy ◆◆ They imposed censorship laws to control the
b) Peasantry press for curbing the liberal ideals.
Congress of Vienna (1815)
m
Reasons for Liberalism to be a Concern ◆◆ In 1815, representatives of the European
in Europe powers – Britain, Russia, Prussia and Austria –
◆◆ Universal Adult Suffrage was not granted who had collectively defeated Napoleon, met
co
to the people by the Napoleonic Code. Men at Vienna to draw up a settlement for Europe.
without property and women were denied the ◆◆ The Congress was hosted by the Austrian
right to vote. Chancellor Duke Metternich.
◆◆ The status of women to minor, subjected to
s.
the authority of fathers and husbands. Salient Features of Congress of Vienna or
◆◆ Markets were not free as the 39 confederacies Provisions of the Treaty of Vienna of 1815
of France had their own laws which posed ◆◆ The Bourbon dynasty restored to power in
ok
problems for the free movement of goods. France.
◆◆ There were no standard weights and measures ◆◆ France was disposed of its conquered
and no fixed rates of custom duties, which territories.
greatly affected the trade. o ◆◆ Kingdom of Netherlands, which included
Belgium, was set up in the North and Genoa
Results of Liberalism
was set up in the South for preventing French
◆◆ End of autocracy and clerical privileges
ab
expansion in future.
◆◆ Introduction of a constitution and ◆◆ Prussia was given new territories, including a
representative government portion of Saxony.
◆◆ Inviolability of private property ◆◆ Austria got control over Northern Italy.
◆◆ Removal of trade restrictions ◆◆ Russia got Poland.
ur
◆◆ Freedom of markets ◆◆ Napoleon’s confederation of 39 states was not

Zollverein changed.
◆◆ It is a customs union formed in 1834 at the The Revolutionaries
.s
initiative of Prussia. ◆◆ During the years following 1815, the fear of

◆◆ It abolished tariff barriers. repression drove many liberal-nationalists
◆◆ It also reduced the number of currencies from underground.
w
over thirty to two. ◆◆ Secret societies sprang up in many European

A New Conservatism after 1815 states to train revolutionaries and spread their
◆◆ Conservatism is a political philosophy ideas.
w
that stressed the importance of tradition, Objectives of Secret Societies

established institutions and customs, and ◆◆ Training the revolutionaries and spreading
preferred gradual development to quick their ideas throughout Europe.
w
change. ◆◆ Opposing monarchical governments established

◆◆ It arose after the defeat of Napoleon in 1815 at after the Vienna Congress of 1815.
the Battle of Waterloo. ◆◆ Fighting for liberty and freedom from
autocratic rule.
Conservative Regimes of 1815
◆◆ Emphasizing the idea of creation of nation
◆◆ They did not tolerate criticism and dissent.
states.
◆◆ They were autocratic

4
Italian Revolutionary ◆◆ The English poet Lord Byron organised funds

Giuseppe Mazzini and later went to fight in the war, where he
◆◆ He was an Italian revolutionary, born in died of fever in 1824.
Genoa in 1807. ◆◆ The Treaty of Constantinople recognized
◆◆ He became the member of the secret society Greece as an independent nation in 1832.
m
of the Carbonari. The Romantic Imagination and National Feeling
◆◆ He was sent to exile for attempting a revolution ◆◆ The development of nationalism not only
in Liguria in 1831. came through wars and territorial expansion.
co
◆◆ He founded two underground societies ◆◆ Culture played an important role in creating
‘Young Italy’ in Marseilles and ‘Young the idea of the nation: art and poetry, stories
Europe’ in Berne. and music also helped express and shape
◆◆ The members of these societies were from nationalist feelings.
s.
Poland, France, Italy and the German states.
Romanticism
◆◆ He contributed to the unification of Italy.
◆◆ It is a cultural movement which sought to
◆◆ He inspired the youth of Italy with national
develop a particular form of nationalist
ok
ideas.
sentiment.
◆◆ Metternich described him as ‘the most
◆◆ Romantic artists and poets focused on
dangerous enemy of our social order’.
emotions, intuition and mystical feelings.
◆◆ His harsh opposition to kingdom and his
◆◆ The Romantic artists and poets effort was to
vision of democratic republic frightened the
traditionalist.
o create a sense of a shared collective heritage, a
common cultural past, as the basis of a nation.
The Age of Revolution (1830- 48)
ab
◆◆ German philosopher and Romanticist Johann
July Revolution, France (1830) Gottfried Herder (1744-1803) believed that
◆◆ The Bourbon Kings who had been restored to true German culture can be discovered only
power after 1815 were overthrown by liberal among common people (das volk) through
revolutionaries. their practice of flock traditions.
ur
◆◆ Louis Philippe was installed as a constitutional

Nationalist Feelings
monarch.
◆◆ The emphasis on vernacular language and the
◆◆ The July Revolution sparked an uprising in
collection of local folklore helped to carry the
.s
Brussels.
modern nationalist message to large illiterate
◆◆ Belgium broke away from the United
audiences.
Kingdom of Netherlands.
◆◆ In Poland, national feelings were kept alive
w
Greek War of Independence (1821) through music and language.

◆◆ It is an event that mobilised nationalist feelings ◆◆ Karol Kurpinski, celebrated the national struggle
among the educated elite across Europe. through his operas and music, turning folk dances
w
◆◆ Since 15th Century, Greece was part of the like the polonaise and mazurka into nationalist
Ottoman Empire. symbols.
◆◆ The growth of revolutionary nationalism in ◆◆ Language too played an important role in
w
Europe sparked off a struggle for independence developing nationalist sentiments.

amongst the Greeks in1821. ◆◆ After Russian occupation, the Polish language
◆◆ The nationalists in Greece got support from was forced out of schools and the Russian
West European countries. language was imposed everywhere.
◆◆ Poets and artists, who were inspired by the ◆◆ The use of Polish came to be seen as a symbol
ancient Greek culture and literature, also of the struggle against Russian dominance.
supported the revolution.


5
Great Economic Hardship in Europe ◆◆ They drafted a Constitution for a German

◆◆ The first half of the nineteenth century saw an nation based on constitutional monarchy.
enormous increase in population all over Europe ◆◆ When the deputies offered the crown to
due to the migration of population from rural Friedrich Wilhelm IV, King of Prussia, he
areas to the cities to live in overcrowded slums. rejected it and joined other monarchs to
m
◆◆ The ratio of the rise of population was larger oppose the elected assembly.
than that of employment generation. ◆◆ Since the opposition of the aristocracy and
◆◆ Small producers in towns were often faced military became stronger, the social basis of
co
with stiff competition from imports of cheap parliament eroded.
machine-made goods from England, where ◆◆ The parliament was dominated by the middle
industrialization was more advanced than on classes who resisted the demands of workers and
the continent. artisans and consequently lost their support.
◆◆ The textile production was carried out mainly in ◆◆ The assembly was forced to disband.
s.
homes or small workshops and was only partly Consequences of Liberal Movement
mechanised. ◆◆ The conservative forces were able to suppress
◆◆ The peasants struggled under the burden of
ok
liberal movements in 1848, but could not
feudal dues and obligations while the aristocracy restore the old order.
enjoyed the power. ◆◆ After 1848, the autocratic monarchies of
◆◆ The rise of food prices or a year of bad harvest led Central and Eastern Europe began to introduce
to widespread pauperism in town and country. the changes that had already taken place in
The Revolution of the Liberals [1848]
o Western Europe before 1815.
◆◆ It was a revolution led by the educated middle ◆◆ The serfdom and bonded labour were abolished
ab
classes. both in the Habsburg dominions and in Russia.
◆◆ Events of February 1848 in France had brought ◆◆ The Habsburg rulers granted more autonomy
about the abdication of the monarch and a to the Hungarians in 1867.
republic based on universal male suffrage had The Making of Germany and Italy
ur
been proclaimed.
Unification of Germany
◆◆ In other parts of Europe such as Germany, ◆◆ After 1848, nationalism in Europe moved
Italy, Poland, the Austro-Hungarian Empire – away from its association with democracy and
men and women of the liberal middle classes revolution.
.s
combined their demands for constitutionalism ◆◆ Nationalist sentiments were often mobilised by
with national unification. conservatives for promoting state power and
◆◆ They took advantage of the growing popular achieving political domination over Europe.
w
unrest to push their demands for the creation ◆◆ Middle class German tried to unite the
of a nation-state on parliamentary principles – different regions of the German confederation
a constitution, freedom of the press and into a nation-state governed by an elected
w
freedom of association. parliament.

Germany [1848] ◆◆ However, liberal initiative to nation-building
was repressed by the combined forces of the
◆◆ A large number of political associations whose
w
monarchy and the military, supported by the

members were middle-class professionals,
large landowners (called Junkers) of Prussia.
businessmen and prosperous artisans came
together in the city of Frankfurt and decided ◆◆ Prussia with its chief minister, Otto von
to vote for an all-German National Assembly. Bismarck took on the leadership of the
movement for national unification with the
◆◆ On 18th May, 831 elected representatives
help of the Prussian army and bureaucracy.
marched to take their places in the Frankfurt
Parliament.

6
◆◆ Prussia emerged victorious after fighting three ◆◆ In 1861, Victor Emmanuel was declared as the
wars over seven years against the combined king of united Italy and Rome was declared the
forces of Austria, Denmark and France and capital of Italy.
the process of unification of Germany was Britain as a Nation
completed. ◆◆ Britain was not a nation state prior to 18th century.
m
◆◆ In January 1871, the Prussian king, Kaiser ◆◆ The primary identities were based on ethnicity
William I, was proclaimed German Emperor who inhabited the British Isles such as English,
in a ceremony held at Hall of Mirrors in the Welsh, Scot or Irish.
co
Palace of Versailles.
◆◆ The nation-building process in Germany had 1688:
demonstrated the dominance of Prussian ◆◆ England established as a nation state.
state power. ◆◆ English parliament seized power from the
monarchy.
◆◆ The new state placed a strong emphasis on
s.
modernising the currency, banking, legal and 1707:
judicial systems in Germany. ◆◆ The United Kingdom of Great Britain formed
◆◆ Prussian measures and practices often became with the Act of the Union between England
ok
a model for the rest of Germany. and Scotland.
◆◆ England dominated Scotland and Ireland in
Unification of Italy all spheres.
◆◆ During the middle of the nineteenth century, ◆◆ British Parliament was dominated by English
Italy was divided into seven states, of which
o
only one, Sardinia-Piedmont, was ruled by an
members.
Italian princely house. 1801:

ab
◆◆ The north was ruled by Austrian Habsburgs, ◆◆ Ireland was forcibly taken by the British after
the centre by the Pope and the southern the failed revolution led by Wolfe and his
regions by the Bourbon kings of Spain. United Irishmen in 1798.
◆◆ During the 1830s, Giuseppe Mazzini had sought ◆◆ A new ‘British nation’ was forged through the
ur
to put together a coherent programme for a propagation of a dominant English culture.

unitary Italian Republic. ◆◆ The symbols of the New Britain – the British
◆◆ He had also formed a secret society called ‘Young flag (Union Jack), the national anthem (God
Italy’ for the dissemination of his goals. Save Our Noble King), the English language
.s
◆◆ The failure of revolutionary uprisings both in were actively promoted.

1831 and 1848 fell on Sardinia-Piedmont under Visualising the Nation
its ruler King Victor Emmanuel II to unify the ◆◆ Nation was personified in the female form by
w
Italian states through war. the artists of the 19th century.

◆◆ Chief Minister Cavour who led the movement to ◆◆ The female figure became an allegory of the
unify the regions of Italy was neither a revolutionary nation.
w
nor a democrat. ◆◆ During the French Revolution artists used

◆◆ With a tactful diplomatic alliance with France the female allegory to portray ideas such as
by Cavour, Sardinia-Piedmont succeeded in Liberty, Justice and the Republic.
w
defeating the Austrian forces in 1859. ◆◆ The attributes of Liberty are the red cap, or the
◆◆ In 1859, a large number of armed volunteers broken chain, while Justice is a blindfolded
under the leadership of Giuseppe Garibaldi woman carrying a pair of weighing scales.
joined the fray. ◆◆ In France she was christened Marianne.
◆◆ In 1860, Sardinia-Piedmont’s forces marched ◆◆ Her characteristics were the red cap, the
into south Italy and the Kingdom of the Two tricolour, the cockade.
Scillies and drove out the Spanish rulers.


7
◆◆ The statues of Marianne remind the public of The Balkans after 1871
the national symbol of unity and to persuade ◆◆ The most serious source of nationalist tension
them to identify with it. in Europe after 1871 was the area called the
◆◆ Marianne images were marked on coins and Balkans.
stamps. ◆◆ The Balkans was a region of geographical and
m
◆◆ Germania became the allegory of the German ethnic variation consisting of modern-day
nation. Romania, Bulgaria, Albania, Greece, Macedonia,
◆◆ Her characteristic was a crown of oak leaves, Croatia, Bosnia-Herzegovina, Slovenia, Serbia
co
as the German oak stands for heroism. and Montenegro whose inhabitants were broadly
Meaning of the Symbols known as the Slavs.
◆◆ A large part of the Balkans was under the control
S. No Attributes Significance of the Ottoman Empire.
1. Broken chains Being freed ◆◆ The disintegration of the ruling Ottoman Empire
s.
2. Breastplate with eagle German empire and the spread of the ideas of romantic nationalism
strength made this area explosive.
3. Crown of oak leaves Heroism ◆◆ The Ottoman Empire had sought to strengthen
ok
4. Sword Readinees to fight itself through modernisation and internal reforms.
5. Olive branch around Willingness to make ◆◆ The Balkan States were fiercely jealous of each
the sword peace other and wanted to gain more territory at the
6. Black, red and gold Flag of the liberal- expense of the other.
tricolour
o
nationalists in 1848, ◆◆ European powers such as Russia, Germany,
banned by the Dukes of England and Austro-Hungary were keen on
ab
the German states opposing the hold of other powers over the
7. Rays of the rising sun Beginning of a new era Balkans for extending their own area of control.
Nationalism and Imperialism ◆◆ This led to a series of wars and finally ended in
◆◆ By the last quarter of the nineteenth century the First World War [1914].
◆◆ Nationalism, aligned with imperialism, led
ur
nationalism no longer retained its idealistic

liberal-democratic sentiment. Europe to disaster in 1914.
◆◆ The major European powers manipulated the ◆◆ Many countries in the world which had been
nationalist aspirations of the subject peoples in colonised by the European powers in the nineteenth
.s
Europe to further their own imperialist aims. century began to oppose imperial domination.
◆◆ The anti-imperial movements developed by
nationalists struggled to form independent
w
nation-states.
w
w

8
DATE LINE
1700
1714 – George – 1 became the king of Great Britain
m
1715 – Louis XV became the king of France
1740 – 1748 – The war of the Austrian Succession
co
1756 – 1763 – The Seven Years War
1776 – The American Declaration of Independence
1789 – The French Revolution
s.
1797 – Napoleon Invaded Italy, Napoleonic Wars Begins
1800
1804 – Napoleonic Code
ok
1814 – The First Treaty of Paris
1814 – 1815 – Fall of Napoleon, the Vienna Peace Settlement, Napoleon escaped from Elba, gathered a new army,
but was defeated at Waterloo.
1815 – Treaty of Vienna
o
1821 – Greek Struggle for independence began
ab
1831 – Giuseppe Mazzini established Young Italy
1832 – Greece gained independence from the Ottoman Empire, Treaty of Constantinople
1849 – 1878 – The reign of Victor Emmanuel–II of Piedmont: Sardinia.
ur
1852 – Camillo Cavour became the premier of Sardinia – Piedmont.

1859 – Piedmont and France defeated Austria, Piedmont annexed Lombardy.
1859 – 1861 – The Unification of Italy.
.s
1861 – Giuseppe Mazzini established Young Italy

1861 – The Kingdom of Italy was announced. Victor Emmanuel –II of Piedmont-Sardinia became the
King of Italy.
w
1866 – 1871 – The Unification of Germany

1867 – Prussia created the North German Confederation.
w
1870 – After France declared war on Prussia, Italy annexed Rome.

1870 – 1871 – Franco – Prussian war.
1871 – The Prussian king William I was proclaimed German Emperor at Versailles, Germany annexed
w
Alsace and Lorraine.
1900
1905 – Slav Nationalism gathered force in the Habsburg and Ottoman Empires.
1914 – The First World War
1915


9
Technical Terms Objective Type Questions
Absolutist: Literally, a government or system of rule that

has no restraints on the power exercised. In history, the I. Multiple Choice Questions
m
term refers to a form of monarchical government that was
centralized, militarized and repressive. In other words, it 1. Which of the following statement is not true with
is a system of government wherein limitless powers are reference to Napoleon?
vested in a single person or body. a) He promoted democracy in France
co
Allegory: When an abstract idea (for instance, greed, b) He introduced Napoleonic Code
envy, freedom, liberty) is expressed through a person or c) The Napoleonic Code was exported to all regions
a thing, it is known as allegory. An allegorical story has under French control
two meanings, one literal and one symbolic.
s.
d) He made the administrative system more rational
Conservatism: A political philosophy that stressed the and efficient.
importance of tradition, established institutions and customs, 2. How did the new artists depicted Liberty during
ok
and preferred gradual development to quick change. the French Revolution?
Ethnic: It relates to a common racial, tribal, or cultural a) Rays of the rising Sun
origin or background that a community identifies with b) Blindfolded woman carrying a pair of weighting
or claims. o scales.
Feminist: It refers to awareness of women’s rights and c) As a female figure with a Torch of Enlightenment
interests based on the belief of the social, economic and in one hand and the Charter of Rights of Man
ab
political equality of the genders. in the other hand.
Ideology: It is system of ideas reflecting a particular social d) The gold red and black tricolour
and political vision. 3. What does ‘la patrie’ and ‘le citoyen’ signify in the
Junkers: They are the large landowners of Prussia. French Revolution?
ur
Modern State: It refers to a state in which sovereignty is a) The fatherland and the citizens
exercised by a centralized power over a specific territory b) The state and the community
and population. c) The motherland and the children
.s
Nationalism: A feeling of oneness with the society or the d) The community and the citizens
state, love and devotion for the motherland and belief 4. When did Napoleon invade Italy?
in the political identity of one’s country are the basic
a) 1790 b) 1797
w
attributes of nationalism.
c) 1821 d) 1905
Nation State: It refers to a state that establishes itself as
a separate political and geographical entity and function 5. What was the main function of the Prussian –
w
as a complete and sovereign territorial unit. Zollverein?

a) Reduce custom duties
Plebiscite: A direct vote by which all the people of a region
are asked to accept or reject a proposal. b) Abolish tariff barriers
w
Suffrage: It is the right to vote. c) Impose custom duties on imported goods

d) Introduce new rules for trade.
Utopian: It is a vision of a society that is so ideal that it
is unlikely to actually exist. 6. Which measuring unit is “Elle” in Germany?
a) Height b) Thread
c) Cloth d) Land

10
7. Which customs union was formed by Prussia to 15. Who founded the underground societies namely,
abolish tariff barriers? Young Italy in Marsellies?
a) Zollverein a) Cavour b) Metternich
b) La Patrie c) Giuseppe Garibaldi
c) Elle d) Giuseppe Mazzini
m
d) European Economic Union 16. Which country is known as the cradle of
8. When was Congress of Vienna held? European civilisation?
a) 1915 b) 1845 a) Italy b) England
co
c) 1815 d) 1885 c) France d) Greece
9. Conservatives did not believe in establishing and 17. What does a blind-folded woman carrying a pair
preserving _________. of weighing scales symbolizes?
a) Traditional institutions of state and society
s.
a) Equality b) Liberty
b) The monarchy c) Justice d) Harmony
c) Social hierarchies 18. Who hosted the Congress at Vietnam in 1815?
ok
d) The democracy a) King of Netherlands
10. Who was described as “the most dangerous enemy b) Giuseppe Mazzini
of social value” by Duke Metternich? c) Duke Metternich
a) Giuseppe Mazzini o d) Otto Von Bismarck
b) Johann Gottfried 19. Which treaty recognised Greece as an
c) Louis Philippe independent nation?
ab
d) Karol Kurpinski a) Treaty of Versailles
11. An allegory of the French nation is_________ b) Treaty of Vienna
a) Germania b) Marianne c) Treaty of Constantinople
c) Liberty d) None of these d) Treaty of Lausanne
ur
12. Who was neither a revolutionary nor a democrat? 20. Who said these words, “When France sneeze the
a) Mazzini rest of the Europe catches a cold”?
b) Victor Emmanuel II a) Bismarck b) Mazzini
.s
c) Cavour c) Metternich d) Garibaldi

d) Garibaldi 21. What does the crown of Oak leaves signifies?
13. Which one of the following is not true regarding a) Willingness to make peace
w
the “Balkan Problem”?

b) Heroism
a) The Balkans were not under the control of
c) Being freed
Ottoman Empire
w
d) Beginning a new era

b) The Balkan states were very jealous of each other
22. German empire strength is signified by
c) Each state wanted to gain mere territory at the
expense of others. a) Broken chains b) Sword
w
d) The Balkan were also the scene of big power c) Breastplate with eagle
rivalry d) Rays of rising sun
14. Which country was not interested in extending 23. ‘Bismarck of Italy’ was
their own control over the Balkans? a) Garibaldi b) Mazzini
a) England b) Russia c) Cavour d) Metternich
c) Germany d) Switzerland


11
24. The term Das volk means 32. Identify the correct statement with regard to ‘The
a) Economists b) Political leaders Act of Union-1707’ from the following options.
c) Common People d) Traders (a) The British monarchy surrendered the power
25. Napoleonic code (1804) to English Parliament.
a) Established equality before law (b) The British parliament seized power from Ireland.
m
b) Simplified administrative divisions (c) The formation of the ‘United Kingdom of Great
c) Improved transport and communication Britain’
d) All of the above (d) The British nation was formed as a result of a
co
26. In Galicia, the aristocracy spoke war with Scotland and Wales.
a) French b) Magyar 33. Which of the following was the result of the Act
c) German d) Polish of union 1707?
27. The July Revolution sparked an uprising in (a) United kingdom of Irish
s.
a) Poland b) France (b) United kingdom of Scotland
c) Brussels d) England (c) United kingdom of America
ok
28. Wilhelm Wolff was a (d) United kingdom of Great Britain
a) Painter b) Philosopher 34. Who was proclaimed German Emperor after its
c) Poet d) Journalist unification?
29. Prussia created the North German confederation (a) The Prussian king William I
in
o (b) The Russian king William II
a) 1867 b) 1861 (c) The chief minister, Otto van Bismarck
ab
c) 1871 d) 1900
(d) Lenin
30. Slav Nationalism gathered force in the Habsburg
35. Which of the following revolutions is called as the
and Ottoman Empire in
first expression of ‘Nationalism’?
a) 1914 b) 1905
(a) French Revolution
ur
c) 1870 d) 1871
(b) Russian Revolution
31. Who led the protest movement against the protestants
in Ireland? (c) Glorious Revolution
(d) The Revolution of the liberals
.s
(a) Garibaldi (b) Wolfe Tone

(c) Mazzini (d) Cavour
w
Answers
w
1 2 3 4 5 6 7 8 9 10 11 12
w
(a) (c) (a) (b) (b) (c) (a) (c) (d) (a) (b) (c)
13 14 15 16 17 18 19 20 21 22 23 24
(a) (d) (d) (d) (c) (c) (c) (c) (b) (c) (a) (c)
25 26 27 28 29 30 31 32 33 34 35
(d) (d) (c) (d) (a) (b) (b) (c) (d) (a) (a)

12
Choose the correct option :

II. Match Based Type Questions
a) A - (i), B - (ii), C - (iii), D - (iv)
1. Match the Column I with Column II and select
b) A - (ii), B - (iii), C - (iv), D - (i)
the correct answer. c) A - (ii), B - (i), C - (iv), D - (iii)
m
Column I Column II d) A - (iv), B - (i), C - (ii), D - (iii)
A. 1815 (i) Unification of Italy Ans. (c) A– (ii), B – (i), C – (iv), D – (iii)
B. 1859 (ii) Treaty of Vienna 4. Match the Column I with Column II and select
co
C. 1814 (iii) First World War the correct answer.
D. 1914 (iv) Treaty of Paris
Column I Column II
A. Sword (i) Beginning of a new era
a) A - (i), B - (ii), C - (iii), D - (iv)
s.
b) A - (ii), B - (i), C - (iv), D - (iii) B. Black, red and (ii) Large landowners
gold tricolour
c) A - (iv), B - (ii), C - (i), D - (iii)
d) A - (iii), B - (i), C - (iv), D - (ii) C. Rays of the (iii) Flag of the liberal-
ok
rising sun nationalists
Ans. (b) A– (ii), B – (i), C – (iv), D – (iii)
D. Junkers (iv) Readiness to fight
2. Match the Column I with Column II and select
the correct answer.
a) A - (iv), B - (iii), C - (i), D - (ii)
Column I
o
Column II
b) A - (i), B - (ii), C - (iii), D - (iv)
A. Victor (i) Prussia
c) A - (ii), B - (iii), C - (iv), D - (i)
ab
Emmanuel II
B. North German (ii) Kingdom of Italy d) A - (iii), B - (ii), C - (i), D - (iv)
Confederation Ans. (a) A– (iv), B – (iii), C – (i), D – (ii)
C. Giuseppe (iii) Habsburg and
Mazzini Ottoman Empire 5. Match the Column I with Column II and select
ur
the correct answer.

D. Slav nationalism (iv) Young Italy
Choose the correct option : Column I Column II
a) A - (iv), B - (ii), C - (i), D - (iii) A. Meaning of (i) Free
.s
b) A - (i), B - (ii), C - (iii), D - (iv) ‘Le Citoyen’

c) A - (iii), B - (i), C - (iv), D - (ii) B. Meaning of (ii) The fatherland
d) A - (ii), B - (i), C - (iv), D - (iii) ‘La Patrie’
w
Ans. (d) A– (ii), B – (i), C – (iv), D – (iii) C. Meaning of ‘elle’ (iii) The citizen
3. Match the Column I with Column II and select D. Meaning of (iv) The measure of
‘libre’ cloth
w
the correct answer.

Column I Column II Choose the correct option :
A. Crown of Oak (i) Being freed a) A - (i), B - (ii), C - (iii), D - (iv)
w
leaves b) A - (ii), B - (iii), C - (iv), D - (i)

B. Broken chains (ii) Heroism c) A - (iii), B - (ii), C - (iv), D - (i)
C. Olive branch (iii) Symbol of the d) A - (iv), B - (i), C - (ii), D - (iii)
around the sword German empire Ans. (c) A - (iii), B - (ii), C - (iv), D - (i)
D. Breastplate with (iv) Willingness to
eagle make peace


13
5. Assertion (A): Giuseppe Mazzini worked

III. Assertion and Reason Type Questions
with the conservation for the monarchy.
Direction: In the question given below, there are two Reason (R): Italy could not continue to be a
statements marked as Assertion (A) and Reason (R). patchwork of small states and kingdoms.
Read the statements and chose the correct option: Ans. (d) A is false but R is true.
m
(a) Both A and R are true and R is the correct 6. Assertion (A): Ideas of national unity in
explanation of A. early-nineteenth century Europe were closely
(b) Both A and R are true but R is not the correct allied to the ideology of liberalism.
co
explanation of A. Reason (R): Napoleon’s administrative
(c) A is true but R is false. measures had created out of countless small
(d) A is false but R is true. principalities a confederation of 39 states..
1. Assertion (A): From the very beginning, the Ans. (b) Both A and R are true but R is not the correct
s.
French revolutionaries introduced various explanation of A.
measures and practices like the ideas of la patrie 7. Assertion (A): A large part of the Balkans was
and le citoyen under the control of the Ottoman Empire.
ok
Reason (R): This was done to create a sense of Reason (R): The French Revolution
collective identity amongst the French people. transferred the Sovereignty from the people
Ans. (a) Both A and R are true and R is the correct to the monarch.
Ans. (c) A is true but R is false.
explanation of A.
2.
o
Assertion (A): On 18 May 1848,831 elected
representatives marched in the Frankfurt IV. Picture Based Type Questions
ab
parliament.
1. Which of the following aspect best signifies this
Reason (R): The elected representatives revolted image of Germania?
against the issue of extending political rights to
ur
women.
Ans. (c) A is true but R is false.
3. Assertion (A): Culture played an important
role in creating the idea of the nation.
.s
Reason (R): Weavers in Silesia had led a revolt

against contractors who supplied raw material
w
and gave them orders for finished textiles but

drastically reduced their payments.
Ans. (b) Both A and R are true but R is not the correct
w
explanation of A.
4. Assertion (A): Germany, Italy and Switzerland
were divided into kingdoms, duchies and (a) Heroism and Justice
w
cantons whose rulers had their autonomous

rule. (b) Folk and cultural tradition
Reason (R): They were closely bound to each (c) Austerity and Asceticism
other inspite of their autonomous rule. (d) Revenge and vengeance
Ans. (c) A is true but R is false. Ans. (a) Heroism and Justice

14
2. The painting “The Dream of worldwide Democratic (a) The city of Mainz
and Social Republics” was prepared by whom? (b) Two buildings of France
(c) Storming of Bastille Fort
(d) None of these
m
Ans. (c) Storming of Bastille Fort
5. Which of the following option best signifies this
caricature?
co
(a) Napoleon Bonaparte
(b) Giuseppe Mazzini
s.
(c) Giuseppe Garibaldi
(d) Fredric Sorrieu
ok
Ans. (d) Fredric Sorrieu
3. Who is represented as a postman in the given image?
(a) Napolean Bonaparte in the French Parliament
o (b) Kaiser William II in the Prussian Parliament
(c) Victor Emmanuel II in the Italian Parliament
(d) Otto von Bismarck in the German Reichstag
ab
(Parliament)
Ans. (d) Otto von Bismarck in the German
Reichstag (Parliament)
6. Which idea is best expressed in this image?
ur
(a) Henry Patullo (b) Duke Metternich

.s
(c) Napolean Bonaparte

(d) Giuseppe Mazzini
Ans. (c) Napolean Bonaparte
w
4. The cover of German almanac designed by the

journalist Andreas Rebmann in 1798 describes
w
which event.
w
(a) Nationalism (b) Revolution

(c) Romanticism (d) Conservatism
Ans. (c) Romanticism


15
(iii) Who were denied the right to vote?

V. Case Based Type Questions
(a) Men without property and women
1. Read the extract given below and answer the questions (b) Women and men with property
that follows: (c) All men and women
What we know today as Germany, Italy and Switzerland (d) Only women
m
were divided into kingdoms, duchies and cantons whose Ans. (a) Men without property and women
rulers had their autonomous territories. Eastern and (iv) Which measuring unit is “Elle” in Germany?
Central Europe were under autocratic monarchies (a) Height (b) Thread
co
within the territories of which lived diverse peoples. (c) Cloth (d) Land
They did not see themselves as sharing a collective Ans. (c) Cloth
identity or a common culture. Often, they even spoke 2. Read the extract given below and answer the questions
different languages and belonged to different ethnic that follows:
s.
groups. The Habsburg Empire that ruled over Austria-
After 1848, nationalism in Europe moved away from its
Hungary, for example, was a patchwork of many different
association with democracy and revolution. Nationalist
regions and peoples. It included the Alpine regions
sentiments were often mobilised by conservatives
– the Tyrol, Austria and the Sudetenland – as well as
ok
for promoting state power and achieving political
Bohemia, where the aristocracy was predominantly domination over Europe. This can be observed in
German-speaking. It also included the Italian-speaking the process by which Germany and Italy came to be
provinces of Lombardy and Venetia. In Hungary, half unified as nation-states. As you have seen, nationalist
of the population spoke Magyar while the other half feelings were widespread among middle-class Germans,
o
spoke a variety of dialects. In Galicia, the aristocracy who in 1848 tried to unite the different regions of the
spoke Polish. Besides these three dominant groups, German confederation into a nation-state governed by
ab
there also lived within the boundaries of the empire, an elected parliament. This liberal initiative to nation-
a mass of subject peasant peoples – Bohemians and building was, however, repressed by the combined
Slovaks to the north, Slovenes in Carniola, Croats to forces of the monarchy and the military, supported
the south, and Roumans to the east in Transylvania. by the large landowners.
Such differences did not easily promote a sense of Answer the following MCQs by choosing the
ur
political unity. The only tie binding these diverse groups most appropriate option.
together was a common allegiance to the emperor.
(i) Who was proclaimed German Emperor in
Answer the following MCQs by choosing the a ceremony held at Hall of Mirrors in the
most appropriate option.
.s
Palace of Versailles?
(i) Who were the land owning class? (a) Kaiser William I
(a) Peasantry (b) Otto von Bismarck
w
(b) Aristocracy (c) Genera von Roon

(c) Social group (d) Victor Emmanuel II
(d) Industrialists Ans. (a) Kaiser William I
w
Ans. (b) Aristocracy (ii) What did the nation-building process in

(ii) Markets were not free as the_____________ Germany demonstrated?
confederacies of France had their own (a) A strong emphasis on modernising the
w
laws which posed problems for the free currency.

movement of goods. (b) A judicial systems in Germany.
(a) 28 (b) 38 (c) The dominance of Prussian state power.
(d) The possibility of economic development
(c) 29 (d) 39 and political dominance.
Ans. (d) 39 Ans. (c) The dominance of Prussian state power.

16
(iii) Who was the chief commander of the 4. What was the significance of ‘Broken chains’?
Prussian army? (a) Being freed (b) Heroism
(a) Kaiser William I (c) Readiness to fight
(b) Otto von Bismarck
(d) Willingness to make peace
(c) General von Roon
Ans. (a) Being freed
m
(d) Victor Emmanuel II
Ans. (c) General von Roon 4. Read the extract given below and answer the questions
(iv) Who had sought to put together a coherent that follows:
programme for a unitary Italian Republic? In the German regions a large number of political
co
(a) Victor Emmanuel II associations whose members were middle-class
professionals, businessmen and prosperous artisans
(b) Otto von Bismarck came together in the city of Frankfurt and decided to
(c) General von Roon vote for an all-German National Assembly. On 18
s.
(d) Giuseppe Mazzini May 1848, 831 elected representatives marched in a
Ans. (d) Giuseppe Mazzini festive procession to take their places in the Frankfurt
3. Read the extract given below and answer the questions parliament convened in the Church of St Paul. They
drafted a constitution for a German nation to be headed
ok
that follows:
by a monarchy subject to a parliament. When the
Artists in the eighteenth and nineteenth centuries deputies offered the crown on these terms to Friedrich
found a way out by personifying a nation. In other Wilhelm IV, King of Prussia, he rejected it and joined
words they represented a country as if it were a other monarchs to oppose the elected assembly. While
person. Nations were then portrayed as female
o
figures. The female form that was chosen to personify
the opposition of the aristocracy and military became
stronger, the social basis of parliament eroded. The
the nation did not stand for any particular woman in parliament was dominated by the middle classes
ab
real life; rather it sought to give the abstract idea of
who resisted the demands of workers and artisans
the nation a concrete form. That is, the female figure
and consequently lost their support. In the end troops
became an allegory of the nation. During the French
were called in and the assembly was forced to disband.
Revolution artists used the female allegory to portray
The issue of extending political rights to women was
ideas such as Liberty, Justice and the Republic.
a controversial one within the liberal movement, in
ur
Answer the following MCQs by choosing the most which large numbers of women had participated actively
appropriate option. over the years. Women had formed their own political
(i) Which was not the characteristic of Marianne? associations, founded newspapers and taken part in
.s
(a) Tricolour (b) Cockade political meetings and demonstrations.

(c) Blue cap (d) All of these Answer the following MCQs by choosing the most
Ans. (c) Blue cap appropriate option.
w
(ii) The attributes of Liberty is/are (i) In which year all men of 21 years and above
in France regardless of their wealth did get
(a) broken chain (b) red cap
the right to vote?
(c) both (a) and (b)
w
(a) 1848 (b) 1819

(d) blindfolded woman
(c) 1845 (d) 1854
Ans. (c) both (a) and (b)
Ans. (a) 1848
(iii) What did the statues of Marianne remind
w
the public? (ii) Where was the Frankfurt parliament convened?

(a) The national symbol of unity (a) Church of St. John
(b) To persuade them to identify with it (b) Church of St. Paul
(c) To give the abstract idea of the nation (c) Church of St. Mary
(d) Both (a) and (b) (d) None of these
Ans. (d) Both (a) and (b) Ans. (b) Church of St. Paul


17
(iii) People from which classes mainly constituted (ii) Marianne image were marked on ____ and
the members of many political association in ____.
the German region? (a) Coins (b) Stamps
(a) Businessmen (c) Oak leaves (d) ‘a’ and ‘b’
(b) Prosperous artisans Ans. (d) ‘a’ and ‘b’
m
(c) Middle-class professionals (iii) What was the main characteristic of Germania?
(d) All the above (a) Coins and stamps
Ans. (d) All the above
(b) Gold bracelet
co
(iv) What was the role of women in the church of (c) Crown of Oak leaves
St. Paul?
(d) All of these
(a) They were admitted only as observers to
Ans. (c) Crown of Oak leaves
stand in the visitor’s gallery
s.
(b) They dominated and fought for their right (iv) What does the crown of oak leaves worn by
Germania stand for?
(c) Both ‘a’ and ‘b’
(a) Freedom (b) Unity
(d) None of these
ok
Ans. (a) They were admitted only as observers to (c) Heroism (d) Readiness to fight
stand in the visitor’s gallery Ans. (c) Heroism
5. Read the extract given below and answer the questions 6. Read the extract given below and answer the questions
that follows: o that follows:
Nations were then portrayed as female figures. The Following the defeat of Napoleon in 1815, European
female form that was chosen to personify the nation governments were driven by a spirit of conservatism.
ab
did not stand for any particular woman in real life; Conservatives believed that established, traditional
rather it sought to give the abstract idea of the nation institutions of state and society – like the monarchy,
a concrete form. That is, the female figure became an the Church, social hierarchies, property and the
allegory of the nation. family –should be preserved. Most conservatives,
Similar female allegories were invented by artists however, did not propose a return to the society of
ur
in the nineteenth century to represent the nation. pre-revolutionary days. Rather, they realised, from the
In France she was christened Marianne, a popular changes initiated by Napoleon, that modernisation
Christian name, which underlined the idea of a people’s could in fact strengthen traditional institutions like the
nation. Her characteristics were drawn from those of monarchy. It could make state power more effective
.s
Liberty and the Republic – the red cap, the tricolour, and stronger. A modern army, an efficient bureaucracy,
the cockade. Statues of Marianne were erected in a dynamic economy, the abolition of feudalism and
public squares to remind the public of the national serfdom could strengthen the autocratic monarchies
w
symbol of unity and to persuade them to identify of Europe. In 1815, representatives of the European
with it. Marianne images were marked on coins and powers who had collectively defeated Napoleon, met
stamps. Similarly, Germania became the allegory of the at Vienna to draw up a settlement for Europe. The
w
German nation. In visual representations, Germania Congress was hosted by the Austrian Chancellor
wears a crown of oak leaves, as the German oak Duke Metternich. The delegates drew up the Treaty
stands for heroism. of Vienna of 1815 with the object of undoing most of
w
Answer the following MCQs by choosing the most the changes that had come about in Europe during
appropriate option. the Napoleonic wars. The Bourbon dynasty, which
(i) What was the name given to the female allegory had been deposed during the French Revolution, was
in French? restored to power, and France lost the territories it
(a) Marianne (b) Mazzini had annexed under Napoleon. A series of states were
set up on the boundaries of France to prevent French
(c) Garibadi (d) Cavour
expansion in future.
Ans. (a) Marianne

18
Answer the following MCQs by choosing the most appropriate option

(i) Which of the following statements correctly describes about European conservative ideology?
(a) Preservation of believes introduced by Napoleon
(b) Preservation of two sects of Christianity
m
(c) Preservation of socialist ideology in economic sphere
(d) Preservation of traditionalist beliefs in state and society
Ans. (c) Preservation of socialist ideology in economic sphere
co
(ii) Identify the purpose to convene the Vienna of Congress in 1815 from the following options?
(a) To declare competition of German unification
(b) To restore conservative regime in Europe
(c) To declare war against France
s.
(d) To start the process of Italian Unification
Ans. (b) To restore conservative regime in Europe
ok
(iii) What did conservatives focus on at the Congress of Vienna? Select the appropriate option.
(a) To re-establish peace and stability in Europe.
(b) To establish socialism in Europe
(c) To introduce democracy in France
o
(d) To set up a new Parliament in Austria
Ans. (a) To re-establish peace and stability in Europe.
ab
(iv) How did the Congress of Vienna ensure peace in Europe? Select the appropriate option
(a) With the restoration of Bourbon Dynasty
(b) Austria was not given the control of Northern Italy
ur
(c) Laying out a balance of power between all the great powers in Europe.
(d) By giving power to the German confederation
Ans. (c) Laying out a balance of power between all the great powers in Europe.
.s
w
w
w

Suras CBSE 10 TH SS Term 1 Guide

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Suras CBSE 10 TH SS Term 1 Guide

Uploaded by

Copyright:

Available Formats

Click here to learn more : https://bit.

 Chapterwise Concept Map and Quick Notes.

orders@surabooks.com Ph:9600175757 / 8124201000

Mobile : 80562 94222 / 80562 15222

orders@surabooks.com Ph:9600175757 / 8124201000

orders@surabooks.com Ph:9600175757 / 8124201000

orders@surabooks.com Ph:9600175757 / 8124201000

orders@surabooks.com Ph:9600175757 / 8124201000

orders@surabooks.com Ph:9600175757 / 8124201000

orders@surabooks.com Ph:9600175757 / 8124201000

Title Page No.

Democratic Unit I Chapter 1 – Power Sharing 61 - 72

I India and the Contemporary World – II 12 10

Unit No. Units No. of Periods Marks

orders@surabooks.com Ph:9600175757 / 8124201000

orders@surabooks.com Ph:9600175757 / 8124201000

Unit 3: Democratic Politics – II

◆◆ Primary, Secondary and Tertiary Sectors in India economy.

LIST OF MAP ITEMS

a. Major soil Types

a. Salal b. Bhakra Nangal c. Tehri

orders@surabooks.com Ph:9600175757 / 8124201000

◆◆ Enable them to understand industrialization in the colonies

Themes Learning objectives

◆◆ Mode of occurrence of Minerals places of their availability

 Conventional and Non-Conventional

orders@surabooks.com Ph:9600175757 / 8124201000

◆◆ Accommodation of social diversity Indian democracy.

◆◆ Loan activities of Banks view of dayto-day life.

◆◆ Self Help Groups for the Poor

◆◆ Interlinking production across countries

orders@surabooks.com Ph:9600175757 / 8124201000

LIST OF MAP ITEMS

d. Bhilai e. Vijaynagar f. Salem

d. Pune e. Hyderabad f. Bengaluru

Major Ports: (Locating and Labelling)

g. Chennai h. Vishakhapatnam i. Paradip

orders@surabooks.com Ph:9600175757 / 8124201000

S.No. Aspects Marks

without incurring too much expenditure.

orders@surabooks.com Ph:9600175757 / 8124201000

India and the Contemporary World-II (History)

THE RISE OF NATIONALISM

states, of which only one, Sardinia-

orders@surabooks.com Ph:9600175757 / 8124201000

◆◆ French armies moved into Holland, Belgium, Italian-speaking.

despotic rulers. dialects.

to become nation. working class and liberalism.

◆◆ He assumed absolute powers in 1799 by conservative regimes were autocratic

orders@surabooks.com Ph:9600175757 / 8124201000

Chapter 1: The Rise of Nationalism in Europe

◆◆ Freedom of markets ◆◆ Napoleon’s confederation of 39 states was not

initiative of Prussia. ◆◆ During the years following 1815, the fear of

over thirty to two. ◆◆ Secret societies sprang up in many European

that stressed the importance of tradition, Objectives of Secret Societies

change. ◆◆ Opposing monarchical governments established

orders@surabooks.com Ph:9600175757 / 8124201000

Italian Revolutionary ◆◆ The English poet Lord Byron organised funds

◆◆ Louis Philippe was installed as a constitutional

Greek War of Independence (1821) through music and language.

Europe sparked off a struggle for independence developing nationalist sentiments.

orders@surabooks.com Ph:9600175757 / 8124201000

Chapter 1: The Rise of Nationalism in Europe