SOCIAL SCIENCE Authors

K.S. Randhawa Fr. Thomas Remigius

M.G.N. Public School M.A., B.Ed., L.L.B.
Adarsh Nagar, Jalandhar. Former Principal
St. Paul’s Sr. Sec. School,
Udaipur (Raj)

Editors
Navneet Kaur Inderpreet Kaur

Class

10

23257235
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c
No.

First Edition : 2003 Revised Edition : April 2009

Revised Second Edition : 2004 Revised Edition : August 2010
New Edition : April 2005 Revised Edition : March 2011, 12, 13
Revised Edition : August 2005 Revised Edition : 2014
Revised Edition : March 2006 Revised Edition : 2015
New Edition : 2007 Revised Edition : 2016
Revised Edition : August 2007 Revised Edition : 2017
Revised Edition : September 2007 Revised Edition : 2018
Revised Edition : 2008 Revised Edition : 2019
Revised Edition : September 2008

2
Preface
The book has been revised as per latest curriculum issued by the CBSE for the
Session 2019-20. The weightage of Internal Assessment and Board Examination
shall be 20% and 80% respectively. The book has been prepared to develop
understanding of various concepts of the subject matter and attitude of open-
mindedness, inquiry, perseverance and to promote deep interest in the studies.

MAIN FEATURES OF THE SERIES AS PER LATEST SYLLABUS :

w
Objective Type Questions (MCQs)
w
NCERT Textbook Questions Solved
w
Previous Years Board Questions (Solved)
w
Crystal clear, authentic maps
w
Creating, Analysing and Evaluation Based Questions
w
Separate Questions based on Skill
w
Online Web Support
w
Exercise covering all types of questions i.e. Remembering, Understanding,
Application and Evaluation Based
We hope the books will be appreciated by the learned teachers and the discerning
students.
Comments and suggestions for the improvement of these books will be gratefully
acknowledged.

ksrandhawa0404@yahoo.co.in
ksrandhawa0404@gmail.com

32
Contents
UNIT - I UNIT - III

HISTORY POLITICAL SCIENCE

(INDIA AND THE CONTEMPORARY WORLD II) (DEMOCRATIC POLITICS II)

11H-116H 1P-92P
1. The Rise of Nationalism in Europe 13H 1. Power Sharing 3P

2. Nationalism in India 34H 2. Federalism 15P

3. The Making of a Global World 58H 3. Democracy and Diversity 29P

4. The Age of Industrialisation 76H 4. Gender, Religion and Caste 38P

5. Print Culture and the Modern World 95H 5. Popular Struggles And Movements 50P

6. Political Parties 61P

UNIT - II
7. Outcomes of Democracy 76P

GEOGRAPHY 8. Challenges to Democracy 87P

(CONTEMPORARY INDIA II) UNIT - IV

1G-126G ECONOMICS
1. Resources and Development 3G
(UNDERSTANDING ECONOMIC DEVELOPMENT II)
2. Forests And Wildlife Resources 23G

3. Water Resources 31G 1E-66E

4. Agriculture 41G 1. Development 3E

5. Minerals and Energy Resources 58G 2. Sectors of the Indian Economy 17E

6. Manufacturing Industries 77G 3. Money and Credit 34E

7. Lifelines of National Economy 94G 4. Globalisation and the Indian Economy 48E

5. Consumer Rights 63E

4
 Syllabus
Unit 1: India and the Contemporary World – II
Themes
Section 1: Events and Processes:
1. The Rise of Nationalism in Europe:
• The French Revolution and the Idea of the Nation
• The Making of Nationalism in Europe
• The Age of Revolutions: 1830-1848
• The Making of Germany and Italy
• Visualizing the Nation
• Nationalism and Imperialism
2. Nationalism in India:
• The First World War, Khilafat and Non -
Cooperation
• Differing Strands within the Movement
• Towards Civil Disobedience
• The Sense of Collective Belonging
Section 2: Livelihoods, Economies and Societies: Any one
theme of the following:
3. The Making of a Global World:
• The Pre-modern world
• The Nineteenth Century (1815-1914)
• The Inter war Economy
• Rebuilding a World Economy: The
Post-War Era
4. The Age of Industrialization:
• Before the Industrial Revolution
• Hand Labour and Steam Power
• Industrialization in the colonies
• Factories Come Up
• The Peculiarities of Industrial Growth
• Market for Goods
5
4
60 Periods
Learning Objectives
• Enable the learners to identify and comprehend
the forms in which nationalism developed along
with the formation of nation states in Europe in
the post-1830 period.
• Establish the relationship and bring out the
difference between European nationalism and
anti-colonial nationalisms.
• Understand the way the idea of nationalism
emerged and led to the formation of nation
states in Europe and elsewhere.
• Recognize the characteristics of Indian
nationalism through a case study of
Non-Cooperation and Civil Disobedience
Movement.
• Analyze the nature of the diverse social
movements of the time.
• Familiarize with the writings and ideals of
different political groups and individuals.
• Appreciate the ideas promoting
Pan Indian belongingness.
• Show that globalization has a long history and
point to the shifts within the process.
• Analyze the implication of globalization for local
economies.
• Discuss how globalization is experienced
differently by different social groups.
• Familiarize with the Pro- to- Industrial phase
and Early - factory system.
• Familiarize with the process of industrialization
and its impact on labour class.
• Enable them to understand industrialization in
the colonies with reference to Textile industries.
Section 3: Everyday Life, Culture and • Identify the link between print culture and the
Politics: circulation of ideas.
5. Print Culture and the Modern World: • Familiarize with pictures, cartoons, extracts
• The First Printed Books from propaganda literature and newspaper
• Print Comes to Europe debates on important events and issues in the
• The Print Revolution and its Impact past.
• The Reading Mania • Understand that forms of writing have a specific
• The Nineteenth Century history, and that they reflect historical changes
• India and the World of Print within society and shape the forces of change.
• Religious Reform and Public Debates
• New Forms of Publication
• Print and Censorship
Unit 2: Contemporary India - II 55 Periods
Themes Learning Objectives
1. Resources and Development:
• Types of Resources • Understand the value of resources and
• Development of Resources the need for their judicious utilization
• Resource Planning in India and conservation.
• Land Resources
• Land Utilization
• Land Use Pattern in India
• Land Degradation and Conservation Measures
• Soil as a Resource
• Classification of Soils
• Soil Erosion and Soil Conservation
2. Forest and Wildlife • Understand the importance of forests
• Biodiversity or Biological Diversity and wild life in one environment as well
• Flora and Fauna in India as develop concept towards depletion
• Vanishing Forests of resources.
• Asiatic Cheetah: Where did they go?
• The Himalayan Yew in trouble
• Conservation of forest and wildlife in India
• Project Tiger
• Types and distribution of forests and wildlife resources
• Community and Conservation
Note: The chapter ‘Forest and Wildlife’ to be assessed in
the Periodic Tests only and will not be evaluated in Board
Examination.
3. Water Resources: • Comprehend the importance of water
• Water Scarcity and The Need for Water as a resource as well as develop
Conservation and Management awareness towards its judicious use
• Multi-Purpose River Projects and Integrated and conservation.
Water Resources Management
• Rainwater Harvesting
Note: The chapter ‘Water Resources’ to be assessed in
the Periodic Tests only and will not be evaluated in Board
Examination.
4. Agriculture: • Explain the importance of agriculture in national
• Types of farming economy.
• Cropping Pattern • Identify various types of farming and discuss the
• Major Crops various farming methods; describe the spatial
• Technological and Institutional Reforms distribution of major crops as well as
• Impact of Globalization on Agriculture understand the relationship between rainfall
regimes and cropping pattern.
• Explain various government policies for
institutional as well as technological reforms
since independence.
5. Minerals and Energy Resources • Identify different types of minerals and energy
resources and places of their availability
• What is a mineral? • Feel the need for their judicious utilization
• Mode of occurrence of Minerals

6
4
 • Ferrous and Non-Ferrous Minerals
• Non-Metallic Minerals
• Rock Minerals
• Conservation of Minerals
• Energy Resources
o Conventional and Non-Conventional
o Conservation of Energy Resources
6. Manufacturing Industries: • Bring out the importance of industries in the
• Importance of manufacturing national economy as well as understand the
• Contribution of Industry to National Economy regional disparities which resulted due to
• Industrial Location concentration of industries in some areas.
• Classification of Industries • Discuss the need for a planned industrial
• Spatial distribution development and debate over the role of
• Industrial pollution and environmental degradation government towards sustainable development.
• Control of Environmental Degradation
7. Life Lines of National Economy: • Explain the importance of transport and
• Transport - Roadways, Railways, Pipelines, Waterways, communication in the ever-shrinking world.
Airways • Understand the role of trade and tourism in the
• Communication economic development of a country.
• International Trade
• Tourism as a Trade
Unit 3: Democratic Politics - II 50 Periods
Themes Learning Objectives
1. Power Sharing: • Familiarize with the centrality of power sharing
• Case Studies of Belgium and Sri Lanka in a democracy.
• Why power sharing is desirable? • Understand the working of spatial and social
• Forms of Power Sharing power sharing mechanisms.
2. Federalism: • Analyse federal provisions and institutions.
• What is Federalism? • Explain decentralization in rural and urban
• What make India a Federal Country? areas.
• How is Federalism practiced?
• Decentralization in India
3. Democracy and Diversity: • Analyse the relationship between social
• Case Studies of Mexico cleavages and political competition with
• Differences, similarities and divisions reference to Indian situation.
• Politics of social divisions
Note: The chapter ‘Democracy and Diversity’ to be
assessed in the Periodic Tests only and will not be
evaluated in Board Examination.
4. Gender, Religion and Caste: • Identify and analyse the challenges posed by
• Gender and Politics communalism to Indian democracy.
• Religion, Communalism and Politics • Recognise the enabling and disabling effects of
• Caste and Politics caste and ethnicity in politics.
• Develop a gender perspective on politics.

5. Popular Struggles and Movements: • Understand the vital role of people’s struggle in
• Popular Struggles in Nepal and Bolivia the expansion of democracy.
• Mobilization and Organization
• Pressure Groups and Movements
Note: The chapter ‘Popular Struggles and Movements’ to
be assessed in the Periodic Tests only and will not be
evaluated in Board Examination.
6. Political Parties: • Analyse party systems in democracies.
• Why do we need Political Parties? • Introduction to major political parties,
• How many Parties should we have? challenges faced by them and reforms in the
• National Political Parties country.
• State Parties
• Challenges to Political Parties
• How can Parties be reformed?

7
7. Outcomes of Democracy: • Evaluate the functioning of democracies in
• How do we assess democracy comparison to alternative forms of
outcomes? governments.
• Accountable, responsive and • Understand the causes for continuation of
legitimate government democracy in India.
• Economic growth and development • Distinguish between sources of strengths and
• Reduction of inequality and poverty weaknesses of Indian democracy.
• Accommodation of social diversity
• Dignity and freedom of the citizens
8. Challenges to Democracy: • Reflect on the different kinds of measures
• Thinking about challenges possible to deepen democracy.
• Thinking about Political Reforms • Promote an active and participatory citizenship.
• Redefining democracy
Note: The chapter ‘Challenges to Democracy’ to be
assessed in the Periodic Tests only and will not be
evaluated in Board Examination.
Unit 4: Understanding Economic Development 50 Periods
Themes Objectives
1. Development:
• What Development Promises Different people different • Familiarize with concepts of macroeconomics.
goals • Understand the rationale for overall human
• Income and other goals development in our country, which includes the
• National Development rise of income, improvements in health and
• How to compare different countries or states? education rather than income.
• Income and other criteria • Understand the importance of quality of life and
• Public Facilities sustainable development.
• 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
• Primary, Secondary and Tertiary Sectors in India different sectors of economy.
• Division of sectors as organized and unorganized
• Sectors in terms of ownership: Public and Private Sectors
3. Money and Credit:
• Money as a medium of exchange • Understand money as an
• Modern forms of money economic concept.
• Loan activities of Banks • Understand the role of financial
• Two different credit situations institutions from the point of view
• Terms of credit of day-to- day life.
• Formal sector credit in India
• Self Help Groups for the Poor
4 Globalization and the Indian Economy:
• Production across countries • Explain the working of the Global Economic
• Interlinking production across phenomenon.
countries
• Foreign Trade and integration of markets
• What is globalization?
• Factors that have enabled Globalisation
• World Trade Organisation
• Impact of Globalization on India
• The Struggle for a fair Globalisation
5. Consumer Rights: • Gets familiarized with the rights and duties as a
Note: Chapter 5 ‘Consumer Rights’ to be consumer; and legal measures available to
done as Project Work. protect from being exploited in markets.

8
 Social Science (Code No. 087)
1
Question Paper Design
Time : 3 Hours Max. Marks : 80

Remembering: Exhibit memory of previously learned

material by recalling facts, terms, basic concepts, and
answers.

Understanding : Demonstrate understanding of facts and

ideas by organizing, comparing, translating, interpreting,
giving descriptions, and stating main ideas.

Applying : Solve problems to new situations by applying

acquired knowledge, facts, techniques and rules in a
different way.
Analysing and Evaluating : Examine and break information
into parts by identifying motives or causes. Make inferences
and find evidence to support generalizations.
Present and defend opinions by making judgements
about information, validity of ideas, or quality of work
based on a set of criteria.
Creating: Compile information together in a different way
by combining elements in a new pattern or proposing
alternative solutions.

7
1×20=20

Subject Enrichment Activity Project Work

9
Important Note
Major Changes in Curriculumn :
Class-X
History
S. No Chapter Changes in 2019-20
1 The Nationalist Movement In Indo-China Not part of curriculum
2 Work, Life and Leisure Not part of curriculum
3 Novels, Society and History Not part of curriculum
4. • The Making of a Global World
• The Age of Industrialisation Any one theme
5. Print Culture and the Modern world Compulsory

S. No Chapter
1 Forest and Wild Life
2 Water Resources
3 Agriculture
4 Manufacturing
Industries
Geography
Changes in 2019-20
To be assessed in the Periodic Test and will not be evaluated in the Board Examination
To be assessed in the Periodic Test and will not be evaluated in the Board Examination
Content (Contribution of agriculture to the National Economy, Employment and
Output and Food Security)
Page 44-47 of NCERT is not part of the curriculum
Full Chapter in curriculum
Last year (Sesson 2018-19)
Content mentioned on page 74-75 (Aluminum smelting, Chemical industries,
Fertiliser industries, cement industries) was not part of curriculum

Democratic Politics
S. No Chapter Changes in 2019-20
1 Democracy and Diversity To be assessed in the Periodic Tests only and will not be
evaluated in Board Examination
2. Popular Struggle and Movements To be assessed in the Periodic Tests only and will not be
evaluated in Board Examination
3. Challenges to Democracy To be assessed in the Periodic Tests only and will not be
evaluated in Board Examination

Economics
S. No Chapter Changes in 2019-20
1 Consumer Rights Project work Only

Map Work
S. No Chapter Changes in 2019-20
1 Lahore Session of Congress Not part of Syllabus
2. Dams Only in Periodic Assessment
3. Mica Mines Not in Syllabus
4. Coal Mines Jharia,Korba,Singrali,Singarani not in Syllabus
5. Bauxite Deposit Not in Syllabus
6. Mica Deposits Not in Syllabus
7 Power Plants Talcher,Harduaganj,Korba,Vijaywada,Tuticorin Not in Syllabus
8 Nuclear Plants Rawat Bhata,Kaiga-Not in Syllabus
9 Cotton Textile Ahmedabad, Madurai- Not in Syllabus
10 Iron & Steal Plants Raurkela,Bhadravati,Burnpur and Vishakhapaturm-Not in Syllabus
11 Software Mohali, Jaipur, lndore, Kolkata, Bhubneshwar,
Technology Part Vishakhapatanam, Mysore not in Syllabus
12 National Highways Not in Syllabus
13 Major Ports Jawhar Lai Nehru,Kolkata Not in Syllabus
14 International Thiruvananthapuram Not in Syllabus
Airports

10
 ◆ Absolutist : Literally, a government or system
of rule that has no restraints on the power
exercised. In history, the term refers to a form
of monarchical government that is centralised,
militarised and repressive.
◆ Utopian : The vision of a society that is too
ideal to actually exist.
◆ Plebiscite : A direct vote by which all the
people of a region are asked to accept or reject
a proposal.
◆ Suffrage : The right to vote.
◆ Conservatism : The political philosophy that
stresses the importance of traditions,
established institutions, customs and prefers
gradual development to a quick change.
◆ Feminist : Awareness of women’s rights and
interests, based on the belief of the social, eco-
nomic and political equality of genders.
◆ Ethnic : Relates to a common racial, tribal, or
cultural origin or background that a community
identifies with or claims.
◆ Allegory : When an abstract idea (for in-
stance, greed, envy, freedom, liberty) is ex-
pressed through a person or a thing. An alle-
gorical story has two meanings, one literal and
other symbolic.

Q.1. What was the theme of the printings of (c) He made the administrative system more
Frederic Sorrieu ? rational and efficient.
(a) Democracy (b) Socialism (d) The Napoleonic Code was exported to all
(c) Capitalism (d) None of the above the regions under French control.
Ans. (a) Ans. (b)
Q.2. The French revolution occur red in Q.4. Who headed the Vienna Congress of 1815?
................... . (a) The Austrian Chancellor Duje Metternich
(a) 1788 (b) 1789 (b) The German Chancellor Duke Metternich
(c) 1790 (d) 1791 (c) The Australian Chancellor Duke Metternich
Ans. (b) (d) The French Chancellor Duke Metternich.
Q.3. Which of the following is not true with Ans. (b)
reference to Napoleon ? Q.5. Which of the following secret societies
[CBSE March 2011] was founded by Giuseppe Mazzini and
(a) He introduced Napoleonic Code. where ?
(b) He promoted democracy in France. (i) Young Italy in Marseilles

13-H
 (ii) Young Europe in Berne Q.14. ............ was a female allegory, which
(iii) Young Europe in England represented the peoples nations in France.
(iv) Young Italy in Rome (a) Germania (b) Marianne
(a) Only (i) and (ii) (c) Bharat Mata (d) None of the above
(b) Only (ii) and (iii) Ans. (b)
(c) Only (iii) and (iv) Q.15. The most serious source of nationalist
(d) All of the above tension in Europe after 1871 the area was
Ans. (a) called .............
Q.6. When “France sneezes, the rest of Europe (a) Prussia (b) Russia
catches cold.” Who said these words ? (c) Balkans (d) England
(a) Metternich (b) Lenin Ans. (c)
(c) Napoleon (d) William-I Q.16. Which emerged as a force whichi brought
Ans. (a) about sweeping changes in the political and
Q.7. The Frankfurt Parliament was convened in material world of Europe in the nineteenth
the Church of St. Paul in ................. . century ? [CBSE March 2011]
(a) 1846 (b) 1847 (a) The emergence of the nation state
(c) 1848 (d) 1849 (b) The multi-national dynastic empire
Ans. (c) (c) Territorial state
Q.8. Germany was unified in .......... . (d) Absolute monarchy
(a) 1870 (b) 1871 Ans. (a)
(c) 1872 (d) 1873 Q.17. Conservatives did not believe in
Ans. (b) establishing and preserving :
Q.9. Who was proclaimed German Emperor [CBSE March 2011]
after its unification ? (a) The monarchy
(a) The Prussian King - William - I (b) The democracy
(b) The Russian King - William - I (c) Traditional institutions of state and society
(c) The Chief Minister of Otto Von Bismarck (d) Social hierarchies
(d) Lenin Ans. (b)
Ans. (a) Q.18. Which of the following was the result of the
Q.10. During the middle of the 19th century, Italy Act of Union 1707 ? [CBSE March 2011]
was divided into ............. states. (a) United Kingdom of Irish
(a) Five (b) Six (b) United Kingdom of Scotland
(c) Seven (d) Eight (c) United Kingdom of America
Ans. (c) (d) United Kingdom of Great Britain
Q.11. Which of the following states was ruled by Ans. (d)
an Italian Princely House ? Q.19. Which of the following powers was not
(a) Sardinia - Piedmont (b) Papal State interested in Balkan peninsula ?
(c) Venetia (d) Tuscany [CBSE March 2011]
Ans. (a) (a) England (b) Germany
Q.12. The process of the unification of the Italy (c) Russia (d) Japan
was led by .................. . Ans. (d)
(a) Sardinia - Piedmont (b) Papal State Q.20. Which one of the following is true regarding
(c) Venetia (d) Tuscany how the new artists depicted liberty during
Ans. (a) the French Revolution ?
Q.13. The Act of Union between England and [CBSE March 2011]
............. resulted in the formation of the (a) As a female figure with a torch of
United Kingdom of the Great Britain. enlightenment in one hand and the Charter
(a) Russia (b) France of Rights of Man in the other hand.
(c) Scotland (d) Prussia (b) Blindfolded woman carrying a pair of
Ans. (c) weighing scales.

........................................................................................................EVERGREEN Self-Study in Social Science-10

14-H
 (c) The gold red and black tricolour. Q.28. The main function of the Prussian
(d) Rays of the rising sun. Zalleverein was to : [CBSE March 2011]
Ans. (a) (a) Impose custom duty on imported goods
Q.21. Who among the following was described (b) Abolish tarrif barriers
as ‘the most dangerous enemy of social (c) Reduce custom duties
order’ by Duke Metternich ? (d) Introduce new rules for trade
[CBSE March 2011] Ans. (b)
(a) Louis Philippe (b) Karol Kurpinski Q.29. Who said “When France Sneezes, the rest
(c) Guiseppe Mazzini (d) Johan Gottfried of the Europe catches cold” ?
Ans. (c) [CBSE March 2011]
Q.22. Which of the following became the female (a) Garibaldi (b) Mazzini
allegory of the German Nation ? (c) Matternich (d) Bismarck
[CBSE March 2011] Ans. (c)
(a) Marianne (b) Germania Q.30. What does a blind-folded woman carrying
(c) Britannia (d) Mazzini a pair of weighing scales symbolize ?
Ans. (b) [CBSE March 2011]
Q.23. Which of the following treaty recognised (a) Peace (b) Equality
Greece as an independent nation ? (c) Justice (d) Liberty
[CBSE March 2010] Ans. (c)
(a) Vienna Treaty of 1815 Q.31. ‘Young Italy’, the secret society of Italy, was
(b) Constantinople Treaty set up by : [CBSE March 2011]
(c) Diplomatic Treaty of Sardenia Piedmont (a) Garibaldi (b) Cavour
(d) None of these (c) Mazzini (d) Victor Emmanuel II
Ans. (b) Ans. (c)
Q.24. Who amongst the following Italian Leaders Q.32. Which of the following statements is true
was neither a revolutionary nor a democrat ? regarding ‘Zollverein’ ?
[CBSE March 2011] [CBSE March 2012]
(a) Mazzini (b) Cavour (a) It was created to restore democracy
(c) Garibaldi (d) Victor Emmanuel II (b) It was created to unify Germany
Ans. (b) (c) It was created to abolish tarrif barriers
Q.25. In which Year was the Vienna Congress (d) It was created to abolish autocracy
held ? [CBSE March 2011] Ans. (c)
(a) 1815 (b) 1845 Q.33. Which of the following statements is not true
(c) 1885 (d) 1915 regarding the Act of Union ?
Ans. (a) [CBSE March 2012]
Q.26. What did the ideas of la patrie and le (a) It was signed in 1707
citoyen signify in the French Revolution ? (b) It was signed between England and Scotland
[CBSE March 2011] (c) It resulted in the formation of United
(a) The motherland and the children Kingdom of great Britain
(b) The fatherland and the citizens (d) It resulted in the establishment of democracy
(c) The community and the citizens in Scotland.
(d) The state and the community Ans. (d)
Ans. (b) Q.34. Who among the following was proclaimed
Q.27. Elle, the measuring unit in Germany was the first king of united Italy ?
used to measure : [CBSE March 2011] [CBSE March 2012]
(a) Cloth (b) Thread (a) King George II (b) Kaisar William IV
(c) Land (d) Height (c) Nicholas II (d) Victor Emmanuel II
Ans. (a) Ans. (d)

EVERGREEN Self-Study in Social Science-10.......................................................................................................

15-H
Q.35. Which of the given points did not define (a) Italy (b) England
the term ‘Liberal Nationalism’ for the (c) France (d) Greek
people of Europe in the nineteenth century ? Ans. (d)
[CBSE March 2012] Q.40. Who, among the following, hosted the
(a) Freedom for the individual and equality Congress at Vietnam in 1815 ?
before the law. [CBSE March 2012 (O)]
(b) Government by consent. (a) King of Netherlands
(c) End of autocracy and clerical privileges. (b) Giuseppe Mazzini
(d) Government empowered to violate the right (c) Duke Metternich
to private property.
(d) Otto Von Bismark
Ans. (d)
Ans. (c)
Q.36. Who played the key role in unifying
Q.41. Which one of the following is true about
Germany ? [CBSE March 2012]
the ‘Treaty of Constantinople’ of 1832 ?
(a) Friedrich Wilhelm - IV
[CBSE March 2012 (O)]
(b) Otto Von Bismark
(a) It recognised Turkey as an independent
(c) Matternich
nation.
(d) Kaisar William - I
(b) It recognised Greece as an independent
Ans. (b)
nation.
Q.37. Which one of the following assertion is not
(c) It recognised Germany as an independent
true about the liberal nationalists of
nation.
Europe ? [CBSE March 2012]
(d) It recognised France as an independence
(a) They stood for freedom for the individuals
nation.
and equality of all before the law.
Ans. (b)
(b) They emphasised the concept of
government by the consent of the people. Q.42. What does a blind-folded woman carrying
(c) They supported the universal suffrage and a pair of weighing scales, symbolise ?
denied the right to private property. [CBSE March 2012]
(d) They stood for the freedom of markets and (a) Equality (b) Liberty
abolition of state imposed restriction on the (c) Justice (d) Harmony
movement of goods and capital. Ans. (c)
Ans. (c) Q.43. The artisans, industrial workers and
Q.38. Which one of the following is not true peasants revolted against which one of the
regarding Romanticism and National following in 1848, Europe ?
feeling in Europe ? [CBSE March 2012] [CBSE March 2013(O)]
(a) It was a cultural movement which sought to (a) Economic Hardship
develop a particular form of nationalist
(b) Political Unstability
sentiment.
(c) Monarchy
(b) The romantic artists and poets generally did
(d) Revolutionary War
not criticized the glorification of science and
reasons. Ans. (d)
(c) It focused on emotions and mystical feelings. Q.44. Identify the French artist who prepared a
(d) Its effort was to create a sense of collective series of four prints visualising his dream
heritage. of a world from the following :
Ans. (b) [CBSE 2013(D)]
Q.39. Which one of the following countries is (a) Kitagewa Utamaro (b) Richard M. Hoe
known as the cradle of civilization ? (c) Voltaire (d) Frederic Sorrieu
[CBSE March 2012] Ans. (d)

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 Very Short Answer Type Questions (1 Mark each)

Q.1. Who was Frederic Sorrieu ? (ii) It created a wave of economic nationalism
Ans. He was a French artist who prepared a series of which strengthened the wider nationalist
four prints visualising his dream of a world made sentiments growing at the time.
up of ‘democratic and social Republics’. Q.9. Mention any two features of the ideology
Q.2. Name any four countries which were part of liberalism of the 19th century.
of the procession shown in Frederic Ans. (i) For the new middle classes liberalism stood
Sorrieu’s print. for freedom for the individual and equality of
Ans. Germany, Australia, Hungry and Russia. all before the law.
Q.3. What is a nation-state ? (ii) Politically, it emphasised the concept of
Ans. A state in which the majority of its citizens and government by consent.
rulers, develop a sense of common identity and Q.10. Name the countries which met in Vienna in
share history or descent. 1815 for the Vienna Congress.
Q.4. What was the main aim of the French Ans. (i) Britain (ii) Russia
revolutionaries ? [CBSE 2015 (O)] (iii) Prussia (iv) Austria.
Or Q.11. Who headed the Vienna Congress of
What was the major change that occurred 1815 ?
in the political and constitutional scenario Ans. Austrian Chancellor Duke Metternich.
due to French Revolution in Europe ?
Q.12. Mention any two proposals of the Vienna
[CBSE 2015 (D)]
Congress of 1815.
Ans. To transfer monarchy into democracy.
Ans. (i) The Bourbon dynasty was restored to power.
Q.5. Mention any two measures and practices
that the French revolutionaries introduced (ii) A series of states were set up on the
to create a sense of collective identity boundaries of France to prevent French
amongst the French people. expansion in future.
Ans. (i) A new French flag, the tricolour, was chosen Q.13. Name any two secret societies founded by
to replace the former royal standard. Giuseppe Mazzini.
(ii) A centralised administrative system was put in Ans. (i) Young Italy in Marseilles
place. (ii) Young Europe in Berne.
Q.6. Name any two countries conquered by Q.14. Name the countries where secret societies
Napolean. were formed on the Giuseppe Mazzini
model.
Ans. Holland, Belgium, Switzerland and Italy.
Ans. Poland, France, Switzerland and Germany.
Q.7. Ideas of national unity in the early-
nineteenth century Europe were closely Q.15. State any one difference between
allied to the ideology of liberalism. Justify conservatives and revolutionaries.
by giving one reason. Ans. Conservatives were in favour of monarchy
whereas revolutionaries were against
Ans. The term ‘liberalism’ derives from the Latin word
monarchical forms.
‘liber’ meaning free. For the new middle classes
of Europe liberalism stood for freedom for the Q.16. What was the Treaty of Vienna ?
individual and equality of all before the law. Ans. In 1815, representatives of European powers –
Q.8. Why was zollverein formed ? Britain, Russia, Prussia and Austria – who had
collectively defeated Napoleon, met at Vienna to
Ans. (i) In 1834, a custom union or zollverein was
draw up a settlement for Europe. The Congress
formed at the initiative of Prussia and joined
was hosted by the Austrian Chancellor Duke
by most of the German states. The union
Metternich. The delegates drew up the Treaty of
abolished tariff barriers and reduced the
Vienna of 1815 with the object of undoing most
number of currencies from over 30 to two.

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 of the changes that had come about in Europe Q.27. Name the Italian state of the middle of
during the Napoleonic wars. 19th century which was ruled by an Italian
Q.17. Who were the revolutionaries ? princely house.
Ans. They were the people who were against the Ans. Sardinia – Piedmont.
monarchical form of government which had Q.28. What was Young Italy ?
been established after the Vienna Congress.
Ans. It was a secret society formed by Giuseppe
The revolutionaries were in favour of the
Mazzini for the unification of Italy.
creation of nation-states.
Q.18. Who was installed in France by liberal Q.29. Who were the chief architects of the
revolutionaries after the July upheaval of unification of Italy ?
1830 ? Ans. Giuseppe Mazzini, King Victor Emmanuel II and
Ans. Louis Philippe. Cavour.
Q.19. What was Treaty of Constantinople of Q.30. Who was proclaimed king of united Italy in
1832 ? 1861 ?
Ans. Under this Treaty Greece which was part of Ans. Victor Emmanuel II.
Ottoman Empire was recognised as an
Q.31. Name any two Italian states before its
independent nation.
unification.
Q.20. Mention any two features of Romanticism.
Ans. Kingdom of Sicilies, Papal state.
Ans. (i) It was an artistic, literary and intellectual
movement that originated in the 18th century Q.32. When was Ireland incorporated into the
to develop a particular form of nationalist United kingdom ?
sentiment. Ans. 1801.
(ii) The movement glorified folk art and Q.33. What was the Act of Union ?
vernacular language.
Ans. The Act of Union (1707) was an act between
Q.21. Who was Johann Gottfried ?
England and Scotland that resulted in the
Ans. He was one of the famous Romantic German formation of the ‘United Kingdom of Great
philosophers who claimed that true German Britain’ meant, in effect, that England was able to
culture was to be discovered among the
impose its influence on Scotland.
common people-das volk.
Q.34. Mention two attributes of Liberty.
Q.22. Mention any two impacts of peasant
uprising of 1848 on France. Ans. Red Cap or the broken chains.
Ans. (i) A National Assembly proclaimed a Republic. Q.35. What do you mean by Marianne ?
(ii) The Assembly granted suffrage to all adult Ans. Marianne, was a female allegor y, which
males about 21. represented the people’s nation in France. Her
Q.23. Why was Frankfurt Parliament rejected by statues were erected in public squares to remind
the Wilhelm IV, king of Prussia ? the people of the national symbol of unity.
Ans. Because the members had drafted a constitution Q.36. What do you mean by Germania ?
for a German nation to be headed by a
Ans. In Germany, Germania became the allegory in
monarchy subject to a Parliament.
the German nation. She is represented as
Q.24. Name the chief minister who was the
wearing a crown of oak leaves because in
architect of German unification.
Germany the oak stands for heroism.
Ans. Otto Von Bismarck.
Q.37. Which area of Europe was known as the
Q.25. Name the countries which were involved in
the Seven Years War (1864–70). Balkans ?
Ans. The vast territory lying between the Black Sea
Ans. Austria, Denmark, France with Germany.
and the Adriatic Sea comprising the modern
Q.26. Who was proclaimed the German Emperor
states of Romania, Albania, Greece, Croatia,
in 1871 ? [CBSE 2016 (O)]
Bosnia – Herzegovina, Slovenia, Serbia and
Ans. The Prussian king, William I. Montenegro, was known as the Balkans. All

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 these states were once the part of the Ottoman
Empire and were inhabitated by the people
who were broadly known as the Slavs.
Q.38. How was the anti-imperial movements that
developed in different part of the world,
were nationalist ?
Ans. The anti-imperial movements that were
developed in different parts of the world were
nationalist in the sense that they all struggled to
form independent nation-states and were united
by a sense of collective national unity.
Q.39. What was the difference between the
19th century nationalism and that of first
half of the 20th century ?
Ans. The spirit of nationalism of the first half of the
20th century no longer retained its idealistic
liberal democratic sentiment but became a
narrow creed with limited ends.
Q.40. Name the major powers who were involved
in the Balkan conflict.
Ans. Russia, Germany, England and Austro-Hungry.
Q.41. Who were Slavs ?
Ans. Slavs were inhabitants of Balkan region
comprising modern day Romania, Bulgaria,
Albania, Greece, Macedonia, Croatia etc.
Short Answer Type Questions (3 Marks each)
Q.1. When did the French Revolution take
place ? Explain its impact on Europe.
Or
Describe the events of French Revolution
which had influenced the people belonging
to other parts of Europe. [CBSE 2015 (D)]
Ans. The French Revolution took place in 1789.
Impact on Europe :
(i) Formation of Jacobin Clubs : When the
news of the Revolution reached the different
cities of Europe, students and other
members of educated middle classes began
setting up Jacobin Clubs. Their activities and
campaigns prepared the way for the French
armies which moved into Holland, Belgium,
Switzerland and much of Italy in the 1790s.
(ii) Liberalisation of people : The
revolutionaries further declared that it was
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Q.42. Define nationalism.
Ans. It is a feeling of political consciousness and unity
among the people of a state.
Q.43. Who remarked “When France sneezes the
rest of Europe catches cold” ?
[CBSE 2016 (O)]
Ans. Metternich.
Q.44. Name the Treaty of 1832 that recognised
Greece as an independent nation.
[CBSE 2016 (D)]
Ans. Treaty of Constantinople.
Q.45. Name the event that mobilised nationalist
feelings among the educated elite across
Europe in 1830-1848 ? [CBSE 2016 (D)]
Ans. Greek War of Independence.
Q.46. What was the main aim of revolutionaries
of Europe during the years following 1815 ?
[CBSE 2016 (D)]
Ans. The creation of nation-states as a necessary.
Q.47. Why did most of ‘conservative regimes’
impose censorship laws to control printed
material associated with the French
Revolution in 1815 ? [CBSE 2019]
Ans. Because they did not tolerate criticism, dissent
and sought to curb activities that questioned
the legitimacy of autocratic government.
the mission and the destiny of the French
nation to liberate the peoples of Europe from
depotism, in other words to help other
peoples of Europe to become nations.
(iii) Rise of Napoleon and its impact : The
conditions created by the revolution paved
way for Napoleon who took several steps to
reform the economy of Europe. He
introduced uniform laws, standardised
weights and measures, and a common
national currency. These steps had a far
reaching impacts on Europe.
Q.2. What were Jacobin Clubs ? How did their
activities and campaigns help to spread
the idea of nationalism abroad ? Explain.
Ans. Jacobin Club was a political club that came into
existence in the aftermath of the French
Revolution. The activities and campaigns of this
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 club helped spread the idea of nationalism
abroad in the following manner :
(i) A collective identity among the French was
created by the club members.
(ii) The notion of equal rights for the people
was stressed upon by the club members
giving rise to a centralised idea of equality
among people.
(iii) Their activities and campaigns prepared the
way for the French armies which moved into
Holland, Belgium, Switzerland and much of
Italy in the 1790s.
Q.3. Explain any four reasons how the initial
enthusiasm of the people of France soon
turned to hostility after Napoleon's
takeover of France.
[CBSE Comptt. (O) 2008]
Or
What were the reactions of the local
population to the French rule in the areas
they conquered ? [CBSE 2014]
Ans. (i) Initially, in many places such as Holland and
Switzerland, as well as in certain cities like
Brussels, Mainz, Milan and Warsaw, the
French armies were welcomed as harbingers
of liberty.
(ii) The local population turned to hostility
because they were loosing political freedom.
(iii) Increased taxation and censorship
outweighted the advantages of the
administrative changes.
(iv) People were called upon to supply soldiers
and the forced recruitment in rural areas
caused widespread anger.
Q.4. Explain the concept of economic
liberalism which developed in Europe in
the 18th century.
Or
Explain any four ideas of liberal
nationalists in the economic spheres.
Or [CBSE 2012]
Interpret the concept of liberalisation in
the field of economic sphere during the
19th century Europe. [CBSE 2019(D)]
Ans. (i) In the economic sphere, liberalism stood for
the freedom of markets and the abolition of
state-imposed restrictions on the movement
of goods and capital.
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(ii) The system also favoured abolition of
multiple currency system.
(iii) The system also supported common weight
or measurement system.
(iv) Creation of unified economic territory.
Q.5. Explain the conditions that were viewed
as obstacles to the economic exchange and
growth by the new commercial classes
during the nineteenth century in Europe.
[CBSE 2014]
Ans. (i) State imposed restrictions : There were
many state imposed restrictions on the
movement of goods and capital.
(ii) Multiple confederations : Most of the
countries of Europe were the patchwork of
small states and kingdoms making it difficult
for traders to trade.
(iii) Different currencies, weights and
measures : Each of these small
confederations possessed its own currency,
weights and measures.
Q.6. Who were revolutionaries ? What were
their political ideology ?
Ans. They were the liberal nationalists who saw the
creation of nation states as a necessary part of
their struggle for freedom.
(i) They were against the monarchial
governments that were established after the
Vienna Congress.
(ii) They believed in the unification of nations.
(iii) They were in favour of liberty and freedom.
Q.7. Who was Otto Von Bismarck ? Explain his
role in the unification of Germany.
[CBSE 2014]
Ans. Otto Von Bismarck was the Chief Minister of
Prussia.
(i) Under his command Prussia took on the
leadership of the movement for national
unification.
(ii) Otto Von Bismarck was the chief architect of
the process of unification which was carried
with the help of Prussian army and
bureaucracy.
(iii) On 18th January, 1871 Prussian Ministers
including the Chief Minister Otto Von
Bismarck gathered in the unheated Hall of
Mirrors in the Royal Palace of Versailles to
proclaim the new German Empire headed
by Kaiser William I of Prussia.
Q.8. “Like Germany, Italy too had a long history
of political fragmentation.” Justify.
Or
“The Habsburg Empire that ruled over
Austria-Hungary, was a patchwork of many
different regions and peoples.” Justify the
statement with suitable examples.
[CBSE 2014]
Ans. (i) Italians were scattered over several dynastic
states as well as the multi-national Habsburg
Empire.
(ii) It was divided into seven states, of which
only one, Sardinia-Piedmont, was ruled by
an Italian Princely House.
(iii) Even the Italian language had not acquired
one common form and still had many
regional and local variations.
Q.9. How was the formation of the British
nation state different from other nation
state like that of Germany and Italy ?
Ans. (i) In Britain the formation of nation-state was
not the result of sudden upheaval or
revolution but it was a result of a long-drawn
out process.
(ii) In case of Germany and Italy there was a
common culture and political traditions but in
case of Great Britain there were different
ethnic groups having their own culture and
traditions.
(iii) The English Parliament was an instrument
through which a nation-state came to be
forged whereas in other nations kings and
some leaders who played an important role.
Q.10. In Britain the formation of the nation state
was not the result of a sudden upheaval or
revolution. Elaborate with the help of
suitable examples. [CBSE 2014]
Ans. (i) Formation of Britain was the result of a long-
drawn-out process.
(ii) The English Parliament, was the instrument
through which a nation-state, with England
at its centre, came to be forged.
(iii) The Act of Union (1707) between England
and Scotland that resulted in the formation
of the ‘United Kingdom of Great Britain’.
(iv) Ireland was forcibly incorporated into the
United Kingdom in 1801. A new ‘British
nation’ was forged through the propagation
of a dominant English culture.
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Q.11. Enumerate any three features of the
conservative regimes set up in Europe
following the defeat of Napoleon in 1815.
[CBSE March 2011]
Ans. (i) Basic beliefs : Conservatives believed that
established traditional institutions of state and
society – like the monarchy, the Church,
social hierarchies, property and the family –
should be preserved.
(ii) Belief in modernisation : Most
conservatives, supported modernisation
because they believed that it could help in
strengthening traditional institutions like the
monarchy.
(iii) Ways to strengthen autocratic rule : A
modern army, an efficient bureaucracy, a
dynamic economy, the abolition of feudalism
and serfdom could strengthen the autocratic
monarchies of Europe.
(iv) Against freedom and liberty : They did
not tolerate criticism and dissent, and sought
to curb activities that questioned the
legitimacy of autocratic governments. Most
of them imposed censorship laws to control
what was said in newspapers, books, plays
and songs and reflected the ideas of liberty
and freedom.
Q.12. Why were the European driven by the
spirit of Conservatism ? [CBSE 2015]
Ans. (i) Most of the governments prevailing in
Europe were autocratic.
(ii) Conservatism supported autocratic dynastic
rules.
(iii) They were in favour of restoring the dynastic
rules whereever possible.
Q.13. Which region was known as Balkan ?
Name any four powers which were
involved in the Balkan conflict.
Ans. (i) The vast territory lying between the Black
Sea and the Adriatic Sea comprising the
modern states of Romania, Albania, Greece,
Croatia, Bosnia-Herzegovina, Slovenia,
Serbia and Montenegro, was known as the
Balkans. All these states were once the part
of the Ottoman Empire, and were
inhabited by the people who were broadly
known as the Slavs.
(ii) Russia, Germany, England and Austro-
Hungary.
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