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Ask your doubts in Discussion Forum and reply to other also. There are total 5 chapters in Class 10 History for session These chapters are 1. The Rise of Nationalism in Europe, 2. Nationalism in India, 3. The Making of a Global World, 4. The Age of Industrialization and 5.
Print Culture and The Modern World. The learning objective of class 10 history chapter 1 is to identify and comprehend the forms in which nationalism developed along with the formation of nation states in Europe in the post 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.
The learning objective of class 10 history chapter 2 is to recognize the characteristics of Indian nationalism through a case study of Non-Cooperation and Civil Disobedience Movement and Analyze the nature of the diverse social movements of the time.
Familiarize with the writings and ideals of different political groups and individuals. The learning objective of class 10 history chapter 3 is to show that globalization has a long history and point to the shifts within the process and Analyze the implication of globalization for local economies. Discuss how globalization is experienced differently by different social groups. The learning objective of class 10 history chapter 4 is to Familiarize with the Pro- to- Industrial phase and Early � factory system and Familiarize with the process of industrialization and its impact on labour class.
The learning objective of class 10 history chapter 5 is to Identify the link between print culture and the circulation of ideas and Familiarize with pictures, cartoons, extracts from propaganda literature and newspaper debates on important events and issues in the past. Who was Mazzini? Mazzini is known for his noble efforts to achieve the unification of Italy. He inspired the youths of not only Italy but of whole Europe to fight for freedom.
What do you know about Garibaldi? Garibaldi is known as the physical force or the Sword of Italy. He, with Mazzini launched the young Italy movement for the unification of Italy. He involved The Sardinian sailors to Revolt in A. Give feedback and suggestions to improve the contents of this website 10th Ncert History Syllabus Image so that more and more students can take advantage of these free contents. Revision Books and study material in Hindi and English Medium is also available to free download.
How many chapters are there in History for Class 10? What are the learning objectives of Chapter 2 � Nationalism in India? What are the learning objectives of Chapter 4 � The Age of Industrialisation? This was a successful war of independence waged by Greek revolutionaries between and against the Ottoman Empire. The Greeks were supported by the West European countries, while poets and artists hailed Greece as the cradle of European civilisation.
Finally, the Treaty of Constantinople of recognised Greece as an independent nation. Briefly trace the process of German unification. The process of German unification was continued by Prussia after the defeat of the liberal, middle-class Germans at the hands of the aristocrats and the military in Its chief minister Otto von Bismarck carried out this process with the help of the Prussian army and bureaucracy.
Over seven 10th Ncert History Syllabus System years, Prussia fought three wars with Austria, Denmark and France. These wars culminated in Prussian victory and German unification.
How was the history of nationalism in Britain unlike the rest of Europe? The history of nationalism in Britain was unlike that in the rest of Europe in the sense that it was forced down upon the masses. There was no concept of a British nation prior to the eighteenth century. The region was in fact inhabited by different ethnic groups English, Welsh, Scot, Irish.
Each group had its own cultural and political tradition. However, as the English state grew in terms of wealth, importance and power, it was able to extend its influence over the other states of the islands. The English parliament, which had seized power from the monarchy, played a crucial role in doing away with the ethnic distinctions and uniting the different groups into a British nation-state, with England at its centre.
The ethnic nationalities were, directly or indirectly, forced to join the English state to form the United Kingdom of Great Britain. The symbols of new Britain�the British flag, the national anthem and the English language were widely popularised, while the distinctive identities of the other joining states 10th Ncert History Syllabus Volt were systematically suppressed.
English culture dominated the British nation, while the other states became mere subsidiaries in the Union. The treatment of each theme in Class XI would include a a broad picture of the theme under discussion, b a more detailed focus on one region of study, c an introduction to a critical debate associated with the issue. The objective would be to study a set of these themes in some detail and depth rather than survey the entire chronological span of Indian history.
In this sense the course will build on the knowledge that the students have acquired in the earlier classes. Each theme in Class XII will also introduce the student to one type of source for the study of history. Through such a study students would begin to see what different types of sources can reveal and what they cannot tell.
They would come to know how historians analyse these sources, the problems and difficulties of interpreting each type of source, and the way a larger picture of an event, a historical process, or a historical figure, is built by looking at different types of sources.
Each theme for Class XII will be organised around four subheads: a a detailed overview of the events, issues and processes under discussion, b a summary of the present state of research on the theme, c an account of how knowledge about the theme has been acquired, d an excerpt from a primary source related to the theme, explaining how it has been used by historians. While the themes in both these classes XI and XII are arranged in a broad chronological sequence, there are overlaps between them.
This is intended to convey a sense that chronological divides and periodisation do not always operate in a neat fashion. In the textbooks each theme would be located in a specific time and place, but these discussions would be situated within a wider context by a plotting the specific event within time-lines, b discussing the particular event or process in relation to developments in other places and other times.
From the Beginning of Time. Debate on the institution of slavery. Familiarise the learner with ways of reconstructing human evolution. Discuss whether the experience of present-day hunting-gathering peoples can be used to understand early societies. Familiarise the learner with the nature of early urban centres. Discuss whether writing is significant as a marker of civilization.
Familiarise the learner with the history of a major world empire. Discuss whether slavery was a significant element in the economy.
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