SPRINGDALES SCHOOL, PUSA ROAD Page-1

CLASS X- HISTORY
CH-1-RISE OF NATIONALISM IN EUROPE

INTRODUCTION:
The Idea of a Nation as expressed in the print by Frederic Sorrieu-
 The Statue of Liberty holds the torch of Enlightenment and the Charter of the Rights of Man.
 On the earth in the foreground of the image lie the shattered remains of the symbols of absolutist
institutions.
 The peoples of the world are grouped as distinct nations, identified through their flags and national
costumes.
 From the heavens above, Christ, saints and angels gaze upon the scene to symbolise fraternity among the
nations of the world.

Developments in 19th century resulted in the emergence of the nation-state in place of the multi-national
dynastic empires of Europe.
 The concept and practices of a modern state, in which a centralised power exercised sovereign control
over a clearly defined territory, had been developing over a long period of time in Europe.
 But a nation-state was one in which the majority of its citizens, and not only its rulers, came to develop
a sense of common identity and shared history or descent.
 This commonness was forged through struggles, through the actions of leaders and the common people
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UNIT-1-
THE FRENCH REVOLUTION AND THE IDEA OF THE NATION

Building a sense of collective identity within France

• A new flag was adopted
• French as the common language
• New hymns, oaths, commemoration of martyrs
• Centralised administration to make laws for all
• Estates general became national assembly ; elected by citizens
• Abolition of internal customs duties & uniform weights and measures

Spread of Revolutionary Ideas outside France- Germany, Italy, Belgium, Holland, Switzerland
• Revolutionaries assumed the mission to liberate Europe from despotism and become nations
• Middle classes and students set up Jacobin clubs in these countries
• Subsequently French armies carried the idea to these regions

The Napoleonic/ Civil Code 1804

• Abolition of privileges based on birth
• Established equality before law
• Secured right to property
• Administrative divisions were simplified
• Abolition of feudalism; serfs freed from manorial duties
• Removed guild restrictions
• Improvement in transport and communication systems
• All social classes- peasants, artisans, merchants, businessmen saw the advantages of common currency,
uniform laws and standardised weights and measures

A Changed Attitude towards the French

• Initially the French army was welcomed as harbingers of liberty
• Reforms in economy and administration without political freedom
• Increased taxation, censorship, forced conscription led to hostility
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Question bank

Q1. What led to the creation of the collective identity in France during and after French revolution?
Q2.What was ‘The Napoleonic/ Civil Code 1804’?
Q3. What and why was there a change in the attitude of Europeans towards Napoleonic army?

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 Unit-2. THE MAKING OF NATIONALISM IN EUROPE

At the beginning of the 19th century modern nations did not exist.
 Germany, Italy and Switzerland were divided into kingdoms, duchies and cantons whose rulers had their
autonomous territories.
 Eastern and Central Europe were under autocratic monarchies within the territories of which lived
diverse peoples.
 They did not see themselves as sharing a collective identity or a common culture /language/ ethnicity.

The Habsburg Empire that ruled over Austria-Hungary was a patchwork of many different regions and
peoples-
 In the Alpine regions – the Tyrol, Austria and the Sudetenland – as well as Bohemia, the aristocracy was
predominantly German-speaking.
 Lombardy and Venetia were Italian- speaking.
 In Hungary, half of the population spoke Magyar and a variety of dialects.
 In Galicia, the aristocracy spoke Polish.
 Besides these three dominant groups, subject peasant peoples included Bohemians and Slovaks to the
north, Slovenes in Carniola, Croats to the south, and Roumans to the east in Transylvania.
 Political unity was lacking and the only tie binding these diverse groups together was a common
allegiance to the Habsburg emperor.
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THE ARISTOCRACY AND THE NEW MIDDLE CLASS-
System of Aristocratic Privileges – was maintained through
 Marriage alliances
 Ownership of vast estates in rural and urban spaces
 Spoke French in diplomacy and in high society
 Control over the labour and produce of the peasants
 Peasantry included small owners and tenants (west Europe)
 Vast estates cultivated by serfs (east and central Europe)

RISE OF NEW SOCIAL CLASSES-

• Parts of Central & West Europe- growth of trade and industrial production
• New commercial & Working -class population
• Middle Class- businessmen and professionals
• Educated and liberal minded middle class advocated national unity

It was among the educated, liberal middle classes that ideas of national unity following the abolition
of aristocratic privileges gained popularity
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I. LIBERAL NATIONALISM-
The term ‘liberalism’ derives from the Latin root liber, meaning free.

Liberalism- For the new middle classes liberalism meant

 for freedom for the individual and equality of all before the law

Liberalism-Politically it meant-
• Government by consent
• End of autocracy and clerical privileges
• Constitution
• Representative Government
• Private Property

No Universal Suffrage (women & men without wealth excluded)

Only for a brief period under the Jacobins did all adult males enjoy suffrage. However, the Napoleonic Code
went back to limited suffrage and reduced women to the status of a minor, subject to the authority of fathers and
husbands.

Liberalism- Economic it meant-

• Free Market
• Abolition of restrictions on movement of goods and capital
E.g. German Confederation of 39 states each with individual Currency.
Weights and Measures (Elle) in Mainz, Frankfurt, Nuremberg;
 Hamburg to Nuremberg- 11 Barriers; 5% Customs Duties PAGE-2
In 1834, a customs union or zollverein was formed at the initiative of Prussia and joined
by most of the German states
(Features of Zollverein)
 Advocated Economic Nationalism
• Abolition of Customs Barriers
• Two Currencies
• Railway Network stimulated mobility
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II. NEW- CONSERVATISM

• Modernisation could strengthen monarchy
• Make the state power strong and effective
• Modern Army
• Efficient bureaucracy
• Abolition of feudalism and serfdom
• Dynamic economy
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III. REVOLUTIONARIES-

• Fear of repression drove revolutionaries underground

• Secret Societies were established in Germany, France, Switzerland & Poland
• They continued their programme to:

 Oppose monarchy
 Fight for liberty and freedom
 Create nation- states
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CONGRESS OF VIENNA 1815:

Aim- Restoration of Monarchy overthrown by Napoleon

Objective:
 Undoing changes that had taken place after the French Revolution and Napoleons conquests;
 Make sure that France (or any other nation) does not threaten the peace of Europe

Leading Powers:
i) Germany
ii) France
iii) Switzerland
iv) Poland

Guided by: The Austrian Chancellor Duke Metternich

Changes in France:
 The Bourbon dynasty, which had been deposed during the French Revolution, was restored to power,
and France lost the territories it had annexed under Napoleon.

Territorial Changes in Europe:

 A series of states were set up on the boundaries of France to prevent French expansion in future.
 The kingdom of the Netherlands, which included Belgium, was set up in the north and Genoa was added
to Piedmont in the south.
 Prussia was given new territories on its western frontiers, while Austria was given control of northern
Italy.

Conservative regimes set up in 1815 were autocratic.

• These conservative regimes were Autocratic
• Did not tolerate criticism and dissent or ideas of freedom & liberty
• Strict censorship laws, particularly over the press
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 GUISEPPE MAZZINI: THE ‘HEART’ OF THE ITALIAN UNIFICATION
 Member of Carbonari
 Attempted revolution in Liguria- exiled from Italy
 Formed Young Italy- at Marseilles & Young Europe- at Berne
Mazzini’s Ideas:
 Nations as natural units of mankind
 Italy could not be a patchwork of states
 Single unified republic within a wider alliances of nations
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REVISION QUESTIONS
1.Which social class wanted to end the system of aristocratic privileges?
a. Peasants
b. Clergy
c. Nobility
d. Merchants

2. The ……………………….. wanted gradual reforms to strengthen and reform the monarchical states.
a. Liberals
b. Conservatives
c. Revolutionaries
d. Despots

3. The Habsburg Empire was a patchwork of many different regions and peoples. It included______.
a.Sudetenland
b.Bohemia
c.Lombardy
d.Venetia

Q4. European landed aristocracy was the dominant class on the continent. It included people who
________________.
a. Owned estates and town-houses.
b. Spoke French for purposes of diplomacy.
c. Families were connected by ties of marriage.
d. Promoted ideas of national unity

Q5- Political liberalism stood for- __________________________

a. freedom for the individual
b. equality before the law
c. the concept of government by consent
d. the inviolability of private property

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UNIT -3-
AGE OF REVOLUTIONS 1830-48
1. Revolution: France became a Constitutional Monarchy under Louis Phillipe in July 1830
2. Belgium declared independence from the Netherlands after an uprising in Brussels
3. Greece
-Greek War of Independence against Ottoman Turkey led to its recognition as a nation by the Treaty of
Constantinople in 1832
 Greeks
 Greeks in Exile
 West Europeans with sympathies
 Poets and Artists who saw Greece as a Cradle of European civilization. Eg. Lord Byron

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ROMANTICISM-
- Was a cultural movement to show our love towards our mother land.
- It refers to a cultural movement because middle class promoted patriotism in every people.
- Their effort was to create a sense of a shared collective heritage, a common cultural past, as the basis
of a nation.
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• A Cultural- art, poetry, stories, music, dance- movement to develop a particular type of
nationalist sentiment.
• Emotion, intuition, mystical feeling over reason and science
• Creating a sense of a shared collective heritage; common past
GERMANY
• Johann Gottfried Herder-German culture was to be discovered among das volk. Their music, dance,
poetry was the Spirit of the NATION.
• Emphasis on vernacular and collection of folklore was also important to carry Modern Nationalist ideas
to wider audiences who were illiterate.
POLAND
 Language and Music served to unify Poland territorially divided by Russia, Prussia and Austria
 Polish was seen as the language of resistance by the clergy against the imposition of Russian in schools
 Karol Kurpinski celebrated nationalism through his operas and music; folk dances Mazurka and
Polonaise
 In 1831, an armed rebellion against Russian rule was ultimately crushed.
 A large number of priests and bishops were put in jail or sent to Siberia by the Russian authorities as
punishment for their refusal to preach in Russian.
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HUNGER, HARDSHIP AND POPULAR REVOLT-

The 1830s were years of great economic hardship in Europe-

 An increase in population all over Europe.
 The rise of food prices or a year of bad harvest led to widespread pauperism in town and country.

URBAN AREAS-
 Employment
 Population from rural areas migrated to the cities
 Overcrowded slums
 Small producers in towns ---faced with stiff competition from imports of cheap machine-made
goods from England----especially ---textile production, which was carried out mainly in homes
or small workshops and was only partly mechanised.

RURAL AREAS-
The aristocracy ---enjoyed power-----peasants struggled under the burden of feudal dues and obligations.

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1848 REVOLUTION IN FRANCE-
 Food shortages and unemployment led to upsurge in Paris
 Louis Phillipe fled;
 National Assembly proclaimed a Republic;
 Franchise to all males above 21 years;
 Right to Work; National Workshops

1845 UPRISING IN SILESIA-

Village revolt by cotton weavers against exploitative Contractors
Reduced prices of goods; weavers demanding better wages attacked the Contractor who fled but
returned with army; 11 weavers shot.
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LIBERAL REVOLUTION IN GERMANY-

• Liberal Middle Classes demanded- Constitutionalism+ National Unification; sought to take advantage of
popular unrest
• Political Associations of the Middle Classes voted for an all-German National Assembly in Frankfurt
• 831 Elected representatives met at the Church of St. Paul and drafted a Constitution-Constitutional
Monarchy
• Rejected by Fredrich Wilhelm IV of Prussia who joined other monarchs to oppose the assembly
• Also opposed by the aristocracy, Prussian landowners or Junkers military and working
classes. Troops were called in and disbanded the Assembly PAGE-5
 • Right to Vote- the unfulfilled aspirations of women within the liberal movement in which they had
participated wholeheartedly-political associations, newspapers, meetings, demonstrations
• Autocratic Monarchies of Central and Eastern Europe began to introduce changes already taken place in
the West- abolition of serfdom and bonded labour; autonomy to Hungarians
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REVISION
FILL IN THE BLANKS-
1. The revolutions in Europe led by the liberal-nationalists belonged to the ___________________.
2. In France in July 1830, the Bourbon kings were overthrown by liberal revolutionaries and a
constitutional monarchy was installed with ___________________ at its head.
3. ___________broke away from the United Kingdom of the Netherlands.
4. The Treaty of _________________ of 1832 recognised Greece as an independent nation.
5. Romantic artists criticised the glorification of ______________ and ___________ and focused instead
on emotions, intuition and mystical feelings.
6. ________________was partitioned at the end of the eighteenth century by the Great Powers – Russia,
Prussia and Austria.
7. _______________(of Poland) celebrated the national struggle through his operas and music, turning
folk dances like the polonaise and mazurka into nationalist symbols.
8. The year 1848 was the year of __________________ and _______________________;
9. In 1948, National Assembly proclaimed France, a Republic and granted suffrage to all
___________________________________ and right to _______________.
10. On 18 May 1848, ___________ elected representatives marched in a festive procession to take their
places in the __________________ parliament convened in the Church of _________.
11. They drafted a constitution for a German nation to be headed by a ________________ subject to a
parliament.
12. When the Frankfurt parliament convened in the Church of St Paul, women were admitted only as
____________________________________________.
_______________________ y____
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MODULE- 4
UNIT 4-THE MAKING OF GERMANY AND ITALY
UNIFICATION OF GERMANY
• Liberal efforts to unify Germany with an elected Parliament failed 1848
• Unification process initiated under Prussian leadership of Otto Von Bismark with the support of the
army and bureaucracy
• Defeat of Austria, Denmark, France in wars
• 1871- Hall of Mirrors, Versailles Prussian King William I was proclaimed German Emperor in the
presence of other German Princes, Army and Ministers
• New State modernised currency, banking, legal and judicial. Prussian measures and practiced were
emulated.

UNIFICATION OF ITALY
• Political and Cultural fragmentation- Austrian, Spanish, Papal, Sardinia Piedmont
• Failed attempt of Guiseppe Mazzini to create a Republic
• After 1831 and 1848, Sardinia- Piedmont now took the lead under King Victor Emmanuel II and Count
Cavour
• Defeat of Austria following a tactful alliance with France 1859
• Armed support of Guiseppe Garibaldi and his volunteers ‘Red Shirts’liberated the Kingdom of the Two
Sicilies in the south from the control of the Spanish Bourbons
• Marched to Kingdom of Two Sicilies (Spanish controlled)where Victor Emmanuel was proclaimed King
of United Italy 1861 , a fact about which the illiterate peasant masses remained ignorant
• Also led the march to Rome; 1870 withdrawal of French Troops from the Papal States, which joined
Italy

THE UNITED KINGDOM OF GREAT BRITAIN

• British Isles determined the primary identities of the people with their distinct cultures and symbols. -
Scotland, Wales, England, Ireland

• The rise of England economically and politically, the English Parliament began to assert its power and
authority over other isles
 • Act of Union between England and Scotland 1707- UK of Great Britain PAGE-6
• Scotland culture and political institutions were suppressed.
• Suppression of protests of Catholic clans in the Highlands; Gaelic; national dress;
driven out
The process was repeated in Ireland
• Protestants secured power over the majority of Catholics
• Revolt by Wolfe Tone and United Irishmen (at the end of the 18 th c.)failed
• Incorporated into Great Britain in 1801
• Propagation of dominant English culture through- language, flag and anthem over subordinate partner
states

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ASSIGNMENT-
Fill in the blanks-

(Page-19)
________________took on the leadership of the movement for national unification. Its chief
minister, __________________, was the architect of this process carried out with the help of the Prussian army
and bureaucracy. _______________ Wars over seven years – with _____________, ______________ and
France – ended in Prussian victory and completed the process of unification. In January 1871, the Prussian king,
_______________, was proclaimed German Emperor in a ceremony held at Versailles.

(Page-21)
Chief Minister _________________who led the movement to unify the regions of Italy was neither a
revolutionary nor a democrat. Like many other wealthy and educated members of the Italian elite, he spoke
________________ much better than he did Italian. Through a tactful diplomatic alliance with France
engineered by Cavour, __________________ succeeded in defeating the Austrian forces in 1859. Apart from
regular troops, a large number of armed volunteers under the leadership of ___________________ joined the
fray. In 1860, they marched into South Italy and the Kingdom of the Two Sicilies and succeeded in winning the
support of the local peasants in order to drive out the_____________ rulers.

(Page-22)
Ireland suffered a similar fate. It was a country deeply divided between ______________ and
______________. The English helped the Protestants of Ireland to establish their dominance over a largely
Catholic country. Catholic revolts against British dominance were suppressed. After a failed revolt led by
______________ and his United Irishmen (1798), Ireland was forcibly incorporated into the
__________________ in 1801. A new ‘British nation’ was forged through the propagation of a dominant
English culture. The symbols of the New Britain – the British flag (_______________), the national anthem
(____________________), the English language – were actively promoted and the older nations survived only
as subordinate partners in this union.

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UNIT-5- VISUALISING A NATION
 Artists in the eighteenth and nineteenth centuries personified the nation. Nations were then portrayed as
female figures, giving an abstract idea a definitive form.
• The woman as an allegory for the nation just as earlier (during the French Revolution) ideals of liberty,
justice and republic had been depicted in the form of women
• Marianne, a popular name among common people symbolic of France as a people’s nation and her
characteristics were drawn from those of Liberty and the Republic – the red cap, the tricolour, the
cockade.
• Images on coins, stamps, statues on public squares to familiarize the citizens with the representation and
what it represented- building a sense of collective belonging towards the nation
• Germania-the allegorical representation of the German nation symbolised heroism and bravery
• Her representation included other objects like the flag of the revolutionaries, the breastplate with the
eagle, the crown of oak leaves, an unsheathed sword with an olive branch. Each of these had their own
symbolic meaning.
 • Her varied representations by the artists-Philip Veit, Julius Hübner, Lorenz Clasen were in the context
of the political changes taking place in the emerging German nation.
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UNIT-6-NATIONALISM AND IMPERIALISM

• 19th Century saw a shift in the interpretation of Nationalism towards a narrow idea of imperialist
domination.
• European Nations became suspicious of each other and ‘ready for war’
• European powers engaged in imperialist rivalries over colonies, trade and military and naval might

TENSIONS IN THE BALKANS-

INTERNAL-
Decline in the control and disintegration of the Ottoman Empire
• Largely controlled by the Ottoman Empire
• Growing influence of Romanticism in the area
• Ottomans attempts at reform and modernisation were unsuccessful
‘Nations’ argued that they had been subjugated and sought independence and political rights

EXTERNAL-
Conflict among the powerful ‘nations’ of the region trying to secure territory
 Britain, Russia, Germany, Austria- Hungary sought to increase their influence in Balkans
 Stage for events leading to the World War I -The assassination of the Austrian Archduke by a Serb
national

WORLD-WIDE ACCEPTANCE AND GROWTH OF THE IDEA OF THE NATION

• After the World War I countries of Asia and Africa began to assert their independence from imperialist
control
• Anti- Imperialist sentiments began to emerge in these regions and led to the rise of unique nationalism
• This reinforced the idea of the nation state as being natural and universal

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Revision Assignment
Q1.Which country was not the part of the Balkan Region?
a) Spain
b) Croatia
c) Serbia
d) Bosnia-Herzegovina

Q2.Which language was used for diplomacy in Europe?

a) Spanish
b) Italian
c) French
d) German

Q3.Which country began to use language as a weapon of national resistance?

a) Austria
b) Poland
c) Serbia
d) Prussia

Q4.The Ottoman Empire sought to strengthen itself through_________________.

a) External control
 b) Liberalism
c) Internal reforms
d) Imperialism

Q5.What does Germania symbolise?

a) Spanish Nation
b) German Nation PAGE-8
c) French Nation
d) Italian Nation

Q6.What does it mean- a blindfolded women carrying a pair of Weighing Scales?

a) Peace
b) Equality
c) Justice
d) Liberty

Q7.What is an allegory?
a) Idealistic State
b) Abstract Idea
c) Cultural Idea
d) Economic concept

Q8.Which of the following artist painted the image of Germania?

a) Philip Veit
b) Frederich Sorrieu
c) Richard M.Hoe
d) Ernst Renan

Q9.Which area became the cause of nationalist tension in Europe after 1871?
a) Greece
b) Balkan
c) Poland
d) Italy

Q10.Before the Italian unification, kingdom of both Sicilies was ruled by___________?
a) Pope
b) Spain
c) France
d) Prussia

______________________________x____________________________________
__________________________LKHJKJGHL_____________________________j French for purposes
Their families were by ties of marriage.
This aristocracy was numerically a small group.

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