F193
F193
F193
History
The Rise of
Nationalism in Europe
During the 19th century, nationalism emerged as a force, which brought about
sweeping changes in the political and mental world of Europe. The end result of
these changes was the emergence of the nation-state in place of the multi-national
dynastic empires of Europe. 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.
Nation-State The region 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.
3
3
3
3
3
ll
What
E r nes t Renan,
is a N atilivoerned?at the University of
In a lecture de
philospher
82, the French
18
in
ne
on
rb
So
ned his
823-92) outli
Ernst Renan (1
a nation.
of what makes
understanding
of a long past
e culmination
th
is
n
tio
na
A
devotion. A
, sacrifice and
of endeavours
y that is the
eat men, glor
heroic past, gr
e bases a
upon which on
social capital
on glories in
m
To have com
.
ea
id
l
na
tio
na
will in the
ve a common
the past, to ha
great deeds
ve performed
present, to ha
still more.
ish to perform
together, to w
itions of being
essential cond
These are the
ea
tion is therefor
a people. A na
tence is a
ity Its exis
ar
lid
so
e
al
sc
largeis its
A province
daily plebiscite
right to be
e
th
s
ha
anyone
inhabitants; if
.
the inhabitant
consulted, it is
ne
u
u
ll
ne
The Revolutionaries
During the years following 1815, the fear of
repression drove many liberal-nationlists underground.
Main objectives of revolutionaries were to oppose
monarchial forms that had been established after the
Vienna Congress and to fight for liberty and freedom.
Most of these revolutionaries saw the creation of
nation-state as a necessary part of this struggle for freedom.
ll
ne
Italy Unified
During the middle of the 19th century, Italy was
divided into seven states of which only one,
Sardinia-Piedmont was ruled by an Italian Princely
House. The North was under Austrian Habsburgs, the
Centre was ruled by the Pope and the Southern regions
were under the domination of the Bourbon kings of
Spain.
Even, the Italian language had many regional and
local variations. During the 1830s, Giuseppe Mazzini had
sought to put together a coherent programme for a
Unitary Italian Republic. He formed a secret society
called Young Italy. He believed that God had intended
nations to be the natural units of mankind. So, Italy
could not continue to be a patchwork of small states and
kingdoms. It had to be forged into a single unified
republic within a wider alliance of nations.
The unification of Italy owed much to the
diplomacy of the Chief Minister Cavour, who became the
Prime Minister of Piedmont from 1852 to 1860.
Through a tactful diplomatic alliance with France
engineered by Cavour, Sardinia-Piedmont succeeded in
defeating the Austrian forces in 1859.
Apart from regular troops, a large number of
armed volunteers under the leadership of Giuseppe
Garibaldi joined the fray.
Garibaldi was a central figure in the unification of
Italy, since he personally commanded and fought in
many military campaigns that led eventually to the
formation of a unified Italy. He has been called the
Hero of Two Worlds, because of his military
enterprises in South America and Europe.
ll
ne
Significance
Broken chains
Being freed
Heroism
Sword
Readiness to fight
Ethnic
ll
ne
The Balkans states were fiercely jealous of each other and each hoped to gain more territory at the expense of
the others. Matters were further complicated because the Balkans also became the scene of big power rivalry. Each
powerRussia, Germany, England, Austro-Hungary was keen on countering the hold of other powers over the
Balkans and extending its control over the area.
This led to a series of wars in the region and finally the First World War. Nationalism, aligned with
imperialism, led Europe to disaster in 1914. The anti-imperial movements that developed everywhere were
nationalist, in the sense that they all struggled to form independent nation-states. European ideas of nationalism
were nowhere replicated, for people everywhere developed their own specific variety of nationalism. The idea that
societies should be organised into nation-states came to be accepted as natural and universal.
Timeline
1848
1789
The French Revolution occurred.
1797
Napoleon invades Italy; Napoleonic wars begin.
1804
Napoleonic Code was introduced publishing privileges
based on birth. Upheld equality before law.
1859-1870
Unification of Italy.
1866-1871
1814-15
Fall of Napoleon; the Vienna Peace Settlement.
1821
Greek struggle for independence begins.
Unification of Germany.
1871
The Prussian King, William I was proclaimed the German
Emperor.
1905
1832
Greece gained independence.
1834
Zollverein or the Customs Union was formed in Prussia to
abolish tariff barriers.
Websites
library.thinkquest.org/TQ0312582/unification.html
faculty.ucc.edu./egh-demerow/Italy.htm
en.wikipedia.org/wiki/French-Revolution
www.historyorb.com>European History
1914
Beginning of the First World War.
P r ac t i
M
A
X
E
ce
Summative Assessment
Multiple Choice Questions
[1 Mark each]
(b) 1850
(c) 1870
(d) 1890
(c) 1818
(b) In 1789
(d) In 1795
(a) 1790
(c) 1850
Ans. (b)
(a) In 1791
(c) In 1792
Ans. (c)
(b) democracy
(d) socialist state
(a) 1817
Ans. (b)
(b) Cavour
(d) Metternich
(d) 1820
(b) 1789
(d) 1950
(b) Italy
(d) Britain
ll
(b) Garibaldi
(d) None of these
(b) Denmark
(d) Belgium-Holland
(b) Monarchy
(d) Council of French Citizen
(d) nine
measure
(b) thread
(c) cloth
(d) height
(b) Justice
(d) Harmony
(c) seven
of Union, 1707?
(a) five
Ans. (c)
ne
(b) Venetia
(d) Tuscany
(b) 1860-1871
(d) 1865-1871
ll
ne
[3 Marks each]
5. Choose three examples to show the contribution of culture
of the growth of nationalism in Europe.
[NCERT]
ll
10
ne
[5 Marks each]
1. Summarise the attributes of a nation, as Ernest Renan understands them. Why in his view, are nations important?
Ans. Ernest Renan was a French philosopher, who outlined the attributes of a nation as follows
(i) A nation is not formed by a common language, race, religion or territory.
(ii) To form a nation, social capital, common glories and deeds of the past and common will are necessary. A nation is the
culmination of a long past of endeavours, sacrifice and devotion.
(iii) Nation is a large scale solidarity, its existence is a daily plebiscite and its inhabitants have the right to be consulted.
(iv) The existence of a nation is not only a good thing but also a necessity.
(v) A nation has never any real interest in annexing or holding on to a country against its will. Nations are important
because existence of the nation is a guarantee of liberty. Liberty would be lost if the world had only one law and only
one master.
ll
ne
11
[HOTS]
ll
12
SWITZERLAND
LOMBARDY
SAVOY
SARDINIA
VENETIA
PARMA
MODENA
SAN MARINO
MONACO
TUSCANY
PAPAL
STATE
ne
7. Write a note on
KINGDOM
OF BOTH
SICILIES
(i)
(ii)
(iii)
(iv)
(v)
[NCERT]
Giuseppe Mazzini
Count Camillo de Cavour
The Greek War of Independence
Frankfurt Parliament
The Role of Women in Nationalist Struggles
Ans.
TUNIS
SWITZERLAND
1866
AUSTRIA
1858
1858-60
1870
1860
1858
TUNIS
ll
ne
Ans.
(i) The French revolutionaries took the following steps
to create a sense of collective identity among the
French people
13
ll
14
ne
rest of Europe?
[NCERT]
[NCERT]
ll
ne
15
Miscellaneous Questions
1. Plot on a map of Europe the changes drawn up by
the Vienna Congress.
Ans. Europe After Vienna Congress
ICELAND
(DENMARK)
ATLANTIC SEA
[HOTS] [NCERT]
NORWAY
(SWEDEN)
SWEDEN
SCOTLAND
GREAT
BRITAIN
IRELAND
DENMARK
RUSSIAN EMPIRE
WALES
HABOVER
(G.B.)
ENGLAND
PRUSSIA
NETHERLANDS
POLAND
GALICIA
BAVARIA
AUSTRIAN EMPIRE
FRANCE
AUSTRIA
SWITZERLAND
SPAIN
ROMANIA
SARDINIA
BULGARIA
OTTOMAN EMPIRE
KINGDOM
OF THE
TWO
SICILIES
ARMENIA
MESOPOTAMIA
GREECE
TU
N
CRETE
IS
MOROCCO
ALGERIA
GEORGIA
SERBIA
CORSICA
SIA
PER
POR
TUG
AL
HUNGARY
SMALL
STATES
CYPRUS
SYRIA
MEDITERRANEAN SEA
PALESTINE
EGYPT
Significance
Broken Chains
Being freed
Heroism
Sword
Readiness to fight
ll
16
ne
Ans.
(i) As a man seated in the hall of deputies, I
would relate positively to the banner of
Germania, as I would feel all that it
symbolised was coming true.
(ii) As a woman observing from the galleries, I
would consider the banner to depict the
truth
only
partially.
Women
had
participated with men equally in the
struggle for constitutionalism with national
unification, but they were denied suffrage
rights during elections to the National
Assembly. Women were only admitted to
the assembly as passive citizens and
observers.
[NCERT]
ll
ne
17
1.
Absolutist
(i)
2.
Utopian
(ii)
3.
Nation-State
4.
Balkans
(iv)
5.
Zollverein
(v)
B (My name)
Ans.
Garibaldi helping King Victor Emmanuel II
Sardinia-Piedmont to pull on boot named Italy. English
caricature of 1859.
ll
18
ne
Check your
A. Multiple Choice Questions
5. Romanticism refers to a
(a) Metternich
(b) Lenin
(c) Napoleon
(d) Rousseau
(a) Philosopher
(b) Writer
(c) Economist
(d) Artist
(a) 1871
(c) 1996
(d) 1998
1815 in brief.
IT
ACTIV
Time
Assessment
Activities
3 Activity 1
Topic
Study the cartoon The club of Thinkers and answer the following questions
(i) Why do you think muzzles were being distributed to the members?
(ii) In what kind of regime would such a practice be adopted?
(iii) Based on your understanding of the present day world, identify some countries where this
situation may still prevail.
Learning Outcomes
This activity is expected to enable the student to do the following
Compare, analyse and reason the importance of freedom of speech.
Hint
(i) The caricaturist is depicting the club of liberal nationalists which dates back to 1820. The board on the picture
suggests that to stop the temptation of speech, muzzles are distributed among the members.
(ii) Conservative regimes were set up in 1815. These regimes were autocratic. They were not ready to tolerate criticism
and dissent. They curbed all the actions which put a question mark on the legitimacy of autocratic governments.
Most of the regimes had imposed censorship law to have control over freedom of the press and over books, plays
and songs motivating the ideas of liberty.
(iii) In some middle East countries like Saudi Arabia, Yemen, Iran this situation may still prevail.
3 Activity 2
Hint
Topic
Comparative Study of the Two Paintings
Germania.
(i) Germania, Philip Veit, in 1848.
of
(i) In the 18th and 19th century nations are portrayed as female
figures by the artists. The female figure became an allegory of
the nation. Germania was the allegory of the German nation.
Germania wore a crown of oak leaves, as the German oak was
the symbol of heroism. The first picture depicted this.
(ii) In the second picture Germania had fallen down in the front of
Kaisers crown and stick. This symbolises that National
Assembly of all Germans that began at the church of St Paul as
Frankfurt Parliament had failed.
3 Activity 3
Topic
Study the picture given below and identify the
different symbols depicted in this picture. List the
symbols and explain the attributes of each.
Figure A
Ans.
Figure B
Significance
Broken chains
Being freed
Heroism
Sword
Readiness to fight
3 Activity 4
Topic
The student uses imagination and critical thinking skill.
(Most of the time, though students have a certain view
of what they see around, they seek acceptance in
classroom by writing/giving accepted answer. But they
continue to hold their own opinions in the world outside
classroom. They should know that it is accepted to
voice their opinions).
Learning Outcomes
This activity enables the student to use imagination and
express individual opinion, learn to accept other point of
view and develop the skill of creative writing.
The student should write on the following
What is a national costume? Is there a national
costume for women and men in India? What
according to you could be Indian national costume/s?
Clarity of vision
3 Activity 6
Topic
Assessment Criteria
3 Activity 5
Learing Objectives
Student will learn about
Topic
Project Exemplars
Skill Developed
Critical skill, creative thinking power of
analysis and oratory power.
Method
The students will be divided into four
teams of four members each. From each
team two members will speak in favour
and two will speak against the topic.
Each student will speak for three
minutes.
Assessment Criteria
Presentation of arguments
Relevance of content matter
Oratory skill