1 PIS BARODA

STD-10

1.1 Nationalism in Europe Notes

May 01, 2019

Chapter-1

The Rise of Nationalism in Europe

Frederic Sorrieu’ dream on Nationalism

1.      In 1848, FrédéricSorrieu, a French

artist, prepared a series of four prints
visualising his dream of a world made
up of ‘democratic and social
Republics’.
2.       It shows the peoples of Europe and
America marching in a long train, and
offering homage to the statue of
Liberty as they pass by it.
3.      On the earth in the foreground of the
image lie the shattered remains of the
symbols of absolutistinstitutions.
4.      United States and Switzerland, which
 by this time were already nation-states.
France has just reached the statue.
5.      Following the French people, peoples
of Germany, Austria, Kingdom of the
Two Sicilies, Lombardy, Poland,
England, Ireland, Hungary and Russia
are marching in the long train. From
the heavens above, Christ, saints and
angels gaze upon the scene.

Nation-state

Nation-statewas one in which the majority of itscitizenscame to

develop a sense of commonidentity and shared history or descent.

The French revolutionariesintroduced various measures and

practices thatcould create a sense of collective identity
amongstthe French people.

1.      The ideas of la patrie(thefatherland)

and le citoyen(the citizen) emphasized
the notion of a united community
enjoying equal rights under a new
constitution.
2.      A new French flag, the tricolour, was
chosen to replacethe former royal
standard.
 3.      The Estates General was renamed as
the National Assembly and its
members were elected by thebody of
active citizens.
4.      New hymnwas composed, oaths
taken and martyrs commemorated, all
in the name of the
nation. (Marseillaise,composed by the
poet Roget de L Isle was sung for the
first time byvolunteers
from Marseillesas they marched into
Paris and so got itsname. The
Marseillaise is now the national
anthem of France)
5.      A centralized administrative
systemwas put in place and it
formulated uniform laws for all
citizenswithin its territory.
6.      Internal customs duties and dues
were abolishedand a uniform system of
weights and measures was adopted.
7.      Regional dialects were discouraged
and French, as it was spokenand
written in Paris, became the National
language of the nation.

Napoleon introduced various reforms in France

 1.      Napoleon had, no doubt, destroyed
democracy in France and reintroduced
Monarchy.
2.      Inthe administrative field he had
incorporated revolutionary principlesin
order to make the whole system more
rational and efficient.
3.      TheCivil Code of 1804 – usually
known as the Napoleonic Code was
introduced.
4.      The Civil Code did away with all
privileges based on birth.
5.      The Civil Code established equality
among all the citizens before the law
and secured the right to property.

Napoleon introduced various reforms in of territory that came

under his control

1.      TheCivil Code of 1804 – usually

known as the Napoleonic Code –did
away with all privileges based on birth,
established equalitybefore the law and
secured the right to property. This
Code wasexported to the regions under
French control.
2.       In Dutch Republic,Switzerland, Italy
 and Germany, Napoleon
simplifiedadministrative divisions,
abolished the feudal system and
freedpeasants from serfdom and
manorial dues.
3.       In the towns guildrestrictions were
removed. Transport and
communication systemswere
improved.
4.      Peasants, artisans, workers and new
businessmenenjoyed a new-found
freedom.
5.      He introduced uniformlaws,
standardised weights and measures,
and a common nationalcurrency would
facilitate the movement and exchange
of goodsand capital from one region to
another.

What were the reactions of the local populations to Napoleonic

rule in the newly captured territories?

1.       Initially, in Holland, Switzerland,

Belgium, Germany, Italy and Poland,
the French armies were welcomed
asharbingers of liberty.
2.      But the initial enthusiasm soon
 turned to hostility,as it became clear
that the new administrative
arrangements did notgo hand in hand
with political freedom.
3.      Because Napoleon increased taxation
in these regions.
4.      Napoleonintroduced censorship
5.       Napoleonintroduced forced
recruitment of people into the French
armies which required conquering the
rest of Europe.

The Habsburg Empire that ruled over Austria-Hungary was a

patchwork of many different regions and peoples- Discuss

1.       Austria-Hungary included the Alpine

regions, Tyrol, Austria, Sudetenland
and Bohemia where the aristocracy
was predominantly German-speaking.
2.      Austria-Hungary alsoincluded
the Italian-speaking provinces of
Lombardy and Venetia.
3.      In Hungary, half of the population
spoke Magyar while the otherhalf
spoke avariety of dialects.
 4.      In Galicia, the aristocracy
spokePolish.
5.      Besides these three dominant groups,
there also lived withinthe boundaries of
the empire, a mass of subject peasant
peoples –Bohemians and Slovaks to the
north, Slovenes in Carniola, Croatsto
the south, and Roumans to the east in
Transylvania.

How did nationalism and the idea of the nation-state

emerge in Europe?

a)    Growth of New Middle Class

1.      In Western and parts of Central

Europe the growth of
industrialproduction and trade led to
the growth of towns and cities.
2.      This led to the emergenceof
commercial classes and new social
groups such as middle class. (middle
classes made up of industrialists,
businessmen, professionals)
3.      In Central and Eastern Europe these
groups were smaller in numbertill late
nineteenth century. It was among the
 educated, liberal middleclasses that
ideas of national unity following the
abolition ofaristocratic privileges
gained popularity.

b)    Liberal Nationalism

1.       The term ‘liberalism’ derivesfrom

the Latin root liber, meaning free.
For the new middle classesliberalism
stood for freedom for the individual
and equality of allbefore the law.
2.      Politically, liberalism emphasisedthe
end of autocracy and clerical
privileges, a constitution
andrepresentative government through
parliament.
3.    In the economic sphere, liberalism
stood for the freedom of marketsand
the abolition of state-imposed
restrictions on the movementof goods
and capital.

c)    New Conservatism
1.      Conservatism – A political
philosophy that stressed the importance
of tradition, like themonarchy, the
 Church, social hierarchies, property
and the family – should be preserved
2.      Following the defeat of Napoleon in
1815, European governmentswere
driven by a spirit of conservatism.
Most conservatives did not proposea
return to the society of
pre-revolutionary days. Rather, they
realized that from the changes initiated
by Napoleon (Modernization) we can
strengthen traditional institutions like
the monarchy.
3.      Modernizationcouldmake state power
more effective and strong. A modern
army, anefficient bureaucracy, a
dynamic economy, the abolition of
feudalismand serfdom could strengthen
the autocratic monarchies of Europe.
This is called new Conservatism.

d)    Changes introduced in Vienna

Congress

1.      In 1815, representatives of the

European powers – Britain,
Russia,Prussia and Austria – who had
collectively defeated Napoleon, metat
Vienna to draw up a settlement for
 Europe. The Congress washosted by
the Austrian Chancellor Duke
Metternich.
2.      The delegatesdrew up the Treaty of
Vienna of 1815 with the object of
undoingmost of the changes that had
come about in Europe during
theNapoleonic wars.
3.      The Bourbon dynasty, which had
been deposedduring the French
Revolution, was restored to power, and
Francelost the territories it had annexed
under Napoleon.
4.      A series of stateswere set up on the
boundaries of France to prevent French
expansionin future. Thus the kingdom
of the Netherlands, which
includedBelgium, was set up in the
north and Genoa was added to
Piedmontin the south. Prussia was
given important new territories on its
westernfrontiers, while Austria was
given control of northern Italy.
5.      But theGerman confederation of 39
states that had been set up by
Napoleonwas left untouched. In the
east, Russia was given part of
Polandwhile Prussia was given a
portion of Saxony.
e)     The Revolutionaries

1.      After 1815, the fear of repression

drove manyliberal-nationalists
underground. Secret societies sprang
up in manyEuropean states to train
revolutionaries and spread their ideas.
2.      Tobe a revolutionary one has to have
a commitment to oppose monarchical
forms, fight for liberty and freedom.
Most of these revolutionaries also saw
the creation of nation-states as a
necessary part of this struggle for
freedom.
3.      Italian revolutionary Giuseppe
Mazzini was born in Genoa in 1807and
became a member of the secret
societyof the Carbonari. As a young
man of 24, he was sent into exile
in1831 for attempting a revolution in
Liguria.
4.      He subsequently foundedtwo more
underground societies, first, Young
Italy inMarseilles,and Young Europe
in Berne, whose members were
like-mindedyoung men from Poland,
France, Italy and the German states.
 5.      Mazzini believed that Italy had to be
forged into a single unifiedrepublic and
this unification alonecould be the basis
of Italian liberty. Metternichdescribed
him as ‘the most dangerous enemy of
our social order’.

Period from1830-1848 was described as the Age of

Revolutions

1.      The first upheaval took place

in France in July 1830. The
Bourbonkings, who had been restored
to power during the
conservativereaction after 1815, were
now overthrown by liberal
revolutionarieswho installed a
constitutional monarchy with Louis
Philippe at itshead.
2.      The July Revolution of France
sparked an uprising inBrussels which
led toBelgium breaking away from the
UnitedKingdom of the Netherlands.
3.      Greece hadbeen part of the Ottoman
Empire since the fifteenth century.
Thegrowth of revolutionary
nationalism in Europe sparked off a
 strugglefor independence in
1821.Nationalists in Greece got
support from other Greeks living in
exileand also from many West
Europeans. Finally, the Treaty of
Constantinople of 1832recognized
Greece as an independent nation.
4.      In 1848 food shortages and
widespreadunemployment brought the
population of Paris out on the
roads.Louis Philippe was forced to flee.
ANational Assembly proclaimed a
Republic, granted suffrage to alladult
males above 21, and guaranteed the
right to work. France became a
republic.
5.       Earlier, in 1845, weavers in
Silesia had led a revolt against
contractorswho supplied them raw
material and gave them orders for
finishedtextiles but drastically reduced
their payments.

The Romantic Imagination and National Feeling( Role of

culture for the growth of Nationalism in Europe)

1.      Romanticism, a cultural movement

 in which culture played an important
role increating the idea of the nation.
Such as art, poetry, stories and
musichelped express and shape
nationalist feelings.
2.      Romantics such as the German
philosopher Johann
GottfriedHerder claimed that true
German culture was to bediscovered
among the common people throughfolk
songs, folk poetry and folk dances that
the true spirit of thenation was
popularized. So collecting and
recording theseforms of folk culture
was essential to the project of
nation-building.
3.      Romantics of Polandemphasized on
vernacular language and the collection
of localfolklore to recover an ancient
national spirit. National feelings were
keptalive through music and language
in Poland.
4.      Karol Kurpinskicelebrated the
national struggle through his operas
and music, turningfolk dances like the
polonaise and mazurka into nationalist
symbols.Language too played an
important role in developing
nationalistsentiments.
 5.      After Russian occupation, the Polish
language was forcedout of schools and
the Russian language was imposed
everywhere.In 1831, an armed
rebellion against Russian rule took
place. Following this, Polish was used
for Church gatherings and all religious
instruction.The use of Polish came to
be seen as asymbol of the struggle
against Russian dominance.

Silesian Revolt (The journalist Wilhelm Wolff described the

events in a Silesian village as follows)

1.      In Silesian village cotton weaving is

the most widespread occupation. The
misery of the workers isextreme. The
contractors reduced the prices of the
goods they order.
2.      On 4 June 1845 a large crowd of
weavers emerged fromtheir homes and
marched in pairs up to the mansion of
theircontractor demanding higher
wages. They were treated withscorn
and threats alternately.
3.      Following this, a group of
themforced their way into the house,
 smashed its elegant
windowpanes,furniture, porcelain …
another group broke into thestorehouse
and plundered it of supplies of cloth
which they tore to shreds.
4.       The contractor fled with his family to
aneighbouring village which, however,
refused to shelter such aperson.
5.      He returned 24 hours later having
requisitioned the army.In the exchange
that followed, eleven weavers were
shot dead.

1848 was described as the Revolution of the Liberals

1.      In 1848 food shortages and

widespreadunemployment brought the
population of Paris out on the
roads.Louis Philippe was forced to flee.
ANational Assembly proclaimed a
Republic, granted suffrage to alladult
males above 21, and guaranteed the
right to work. France became a
republic.
2.      In Germany, Italy, Poland, the
Austro-HungarianEmpire – men and
women of the liberal middle classes
combinedtheir demands for
 the creation of a nation-state on
parliamentaryprinciples – a
constitution, freedom of the press
and freedomof association.
3.      On 18 May 1848,831 elected
representatives of German
Confederation marched in a festive
procession to taketheir places in the
Frankfurt parliament convened in the
Church ofSt Paul. They drafted a
constitution for a German nation to
beheaded by a monarchy subject to a
parliament.
4.      When the deputiesoffered the crown
on these terms to Friedrich Wilhelm IV,
King ofPrussia, he rejected it and
joined other monarchs to oppose
theelected assembly.
5.      Women had formed theirown
political associations, founded
newspapers and taken part inpolitical
meetings and demonstrations. After
1848, the autocraticmonarchies of
Central and Eastern Europe began to
introduce some changes like abolition
of serfdom, bonded labouretc.
Unification of Germany

1.      In 1848Germans tried to unitethe

different regions of the German
confederation into a
nation-stategoverned by an elected
parliament. This liberal initiative to
nation-buildingwas, however, repressed
by the combined forces of the
monarchy andthe military, supported
by the large landowners (called
Junkers) of Prussia.
2.      Prussia’s chief minister, Otto
vonBismarck, was the architect of
unification process the help of the
Prussian army andbureaucracy.
3.      Three wars over seven years –
withAustria, Denmark and France –
ended in Prussianvictory and
completed the process of unification.
4.      In January 1871, the Prussian king,
William I,was proclaimed German
Emperor in a ceremonyheld at
Versailles.
5.      The nation-building process in
Germany haddemonstrated the
dominance of Prussian statepower. The
new state placed a strong emphasison
 modernising the currency, banking,
legaland judicial systems in Germany.
Prussianmeasures and practices often
became a model forthe rest of
Germany.

Unification of Italy

1.       Italy was divided into seven states, of

whichonly one, Sardinia-Piedmont,
was ruled by an Italian princely
house.The north was under Austrian
Habsburgs, the centre was ruled bythe
Pope and the southern regions were
under the dominationof the Bourbon
kings of Spain.
2.      During the 1830s, Giuseppe Mazzini
formed a secret society called Young
Italy and organized two revolutions for
the unification of Italy but failed.
3.      Sardinia-Piedmont underits ruler
King Victor Emmanuel II took
initiative to unify the Italian states
throughwar. Cavour, the Chief Minister
of Sardinia-Piedmont led the
movement to unify the regionsof Italy
was neither a revolutionary nor a
democrat.
 4.      Through a tactful diplomaticalliance
with France engineered by Cavour,
Sardinia-Piedmontsucceeded in
defeating the Austrian forces in 1859
and captured north.
5.       Apart from regulartroops, a large
number of armed volunteers under the
leadership ofGiuseppe Garibaldi joined
the fray. In 1860, they marched into
SouthItaly and the Kingdom of the
Two Sicilies and succeeded in
winningthe support of the local
peasants in order to drive out the
Spanishrulers. In 1861 Victor
Emmanuel II was proclaimed king of
unitedItaly.

Unification of Britain and its strange way for unification

1.       There was no British nationprior to

the eighteenth century. The primary
identities of the peoplewho inhabited
the British Islands were ethnic ones –
such as English,Welsh, Scot or Irish.
All of these ethnic groups had their
own culturaland political traditions.
But the English nation was wealthy and
powerful.
2.      The English parliament, whichhad
seized power from the monarchy in
1688 at the end of aprotracted conflict,
was the instrument through which a
nation-state,with England at its centre,
came to be forged.
3.      The Act of Union(1707) between
England and Scotland that resulted in
the formationof the ‘United Kingdom
of Great Britain’. England was able to
impose its influence on Scotland.
English members dominated the
Britishparliament, Scotland’s
distinctive cultureand political
institutions were systematically
suppressed, Catholicclans of Scottish
Highlands suffered terrible repression,
ScottishHighlanders were forbidden to
speak their Gaelic language or wear
their national dress and large numbers
were forcibly drivenout of their
homeland.
4.      Ireland suffered a similar fate. It was
a country deeply dividedbetween
Catholics and Protestants. The English
helped the Protestantsof Ireland to
establish their dominance over a
largely Catholic country.Catholic
revolts against British dominance were
suppressed.
 5.      After afailed revolt led by Wolfe
Tone and his United Irishmen
(1798),Ireland was forcibly
incorporated into the United Kingdom
in 1801.A new ‘British nation’ was
forged through the propagation of
adominant English culture. The British
flag,the national anthem, the English
language – were actively promoted and
the oldernations survived only as
subordinate partners in this union.

Visualizing or personifying the Nation

1.      Artists inthe 18th and 19thcenturies

found a way out bypersonifying a
nationas female figures.The female
form that was chosen to personify the
nation did notstand for any particular
woman in real life.This femalefigure
became anallegory (symbol)of the
nation.
2.      During the French Revolution artists
used thefemale allegory to portray
ideas such as Liberty, Justice and
theRepublic. These ideals were
represented through specific objects
orsymbols.
 3.      The attributes of Liberty are thered
cap, or the broken chain,
while Justice is generally a
blindfoldedwoman carrying a pair of
weighing scales.Similar female
allegories were invented by artists in
the nineteenthcentury to represent the
nation.
4.      In France female allegory
was Marianne, a popular Christian
name, which underlined the idea of
apeople’s nation. Statuesof Marianne
were erected in public squares to
remind the public ofthe national
symbol of unity and to persuade them
to identify withit. Marianne images
were marked on coins and stamps.
5.      Germania became the allegory of the
German nation. Invisual
representations, Germania wears a
crown of oak leaves, asthe German oak
stands for heroism.

Balkans became the most serious source of nationalist

tension in Europe after 1871 (OR) Nationalism, aligned
with imperialism, led Europe to disaster in 1914
1.      The Balkans was a region comprising
 modern-day Romania,Bulgaria,
Albania, Greece, Macedonia, Croatia,
Bosnia-Herzegovina,Slovenia, Serbia
and Montenegro whose inhabitants
were broadlyknown as the Slavs.
2.      A large part of the Balkans was under
the controlof the Ottoman Empire. The
spread of the ideas of
romanticnationalism in the Balkans
together with the disintegration of
theOttoman Empire made this region
very explosive.
3.      As the different Slavic nationalities
struggled to define their identityand
independence, the Balkan area became
an area of intense conflict.The Balkan
states were fiercely jealous of each
other and each hopedto gain more
territory at the expense of the others.

4.      Matters werefurther complicated

because the big European powers (
Russia, Germany, France, Britain and
Austria- Hungary)had rivalry over
trade and colonies as well as naval
andmilitary might and to hold power
over the Balkans and extending their
control over the area.
5.      Thisled to a series of wars in the
 region and finally the First World
War.Nationalism, aligned with
imperialism, led Europe to disaster in
1914.

1.2 Comments

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1.4 Class X Map
November 16, 2019

Identify the features on the outline political map of

India, with the help of the following information and
write their correct names on the lines marked near
them: ·          The place where the Indian National
Congress Session was held in December 1920 - Nagpur
(Maharashtra) ·          The place where the Indian
National Congress Session was held in September 1920
- Calcutta (West Bengal) ·          The place where the
Indian National Congress Session was held in 1927 -
Madras (Now known as Chennai in the state of Tamil
Nadu) ·          The place where the Indian National
Congress Session was held in 1929 - Lahore (Pakistan)
·          The place where Gandhiji organised ‘Satyagraha’
in favour of cotton mill workers - Ahmedabad (Gujarat) ·
         The place associated with peasants’ Satyagraha -
Kheda  (Gujarat) ·          Name the State where the Indigo
planters organised Satyagraha - Champran in Bihar ·
         The City associated with Jallianwala Bagh incident
-

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 1.5 STD-X English pre-mid term practice
sheet link
July 03, 2019

Letter to God
https://drive.google.com/file/d/1z0CdP--Sd2NAdT1aPo
uGzNDuFVgRh7L7/view
https://drive.google.com/file/d/1UWhx3BAbVUtHfuZXj
O-ekaZM5Fjwz9cM/view dust of snow
https://drive.google.com/file/d/1nzBs0xa6aQnNOF1Yu
cfvprokSl7o62k-/view
https://drive.google.com/file/d/1B4Wh6vLPoU5Td88bN
vK3KeomlpoAdcxG/view A Triumph of surgery
https://drive.google.com/file/d/1swCJxE91isibMWFYW
IxWiCn59KIOTVZi/view
https://drive.google.com/file/d/1ID-37zljVoApRx-VQ_u-z
Y3FCSgBn9c_/view Nelson Mandela
https://drive.google.com/file/d/1Ss-erhPjtC7wGGV0zM
SI0JkNe83KJq55/view
https://drive.google.com/file/d/1qOrM5a-9vzRONLxULg
KaYFW9F6RxvwJX/view Fire and Ice
https://drive.google.com/file/d/11IuGwp7WBwsOYFTS
wjPpj6HVYvXEQbN7/view
https://drive.google.com/file/d/1YHh9YwOLPtzsJ-g7UX
FwHjat0RkBqVuG/view The thief’s story
https://drive.google.com/file/d/1ii0PSmlkM9n7qDHmq
EkEWycZ1axUwspc/view?usp=drivesdk
https://drive.google.com/file/d/1YdILrjGHojGEj_FA44i3
hKbguEz6NfB7/view Tw

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1.6 English Prose Chapter: Nelson Mandela -

A Long Walk to Freedom (Summary of the
topic taught as on 30/04/2021)
May 02, 2021

PPT of Nelson Mandela - A long walk to freedom   QP of

Practice Sheet of Nelson Mandela - A long walk to
freedom AS of Practice Sheet of Nelson Mandela - A
long walk to Freedom Textual Exercise of Nelson
Mandela - A long Walk to Freedom

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