Free Printable the french revolution Worksheets for 9th Class

Discover the French Revolution with our free printable social studies worksheets, tailored for Class 9 students. Enhance your lessons and help students delve into this pivotal historical event.

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Explore printable the french revolution worksheets for 9th Class

The French Revolution worksheets for Class 9 are an excellent resource for teachers looking to engage their students in the study of this pivotal period in history. These worksheets, designed specifically for social studies and history classes, cover a wide range of topics related to the French Revolution, such as its causes, key events, and influential figures. Teachers can use these worksheets to supplement their lesson plans, assess student understanding, and promote critical thinking skills. By incorporating the French Revolution worksheets for Class 9 into their curriculum, educators can provide their students with a comprehensive and engaging learning experience that will deepen their understanding of this significant historical event.

In addition to the French Revolution worksheets for Class 9, teachers can also utilize Quizizz, an online platform that offers a variety of educational resources, including quizzes, interactive lessons, and games. Quizizz allows educators to create custom quizzes and activities related to the French Revolution, which can be used alongside the worksheets to further enhance student learning. This platform also offers real-time feedback and analytics, enabling teachers to track student progress and identify areas for improvement. By combining the use of the French Revolution worksheets for Class 9 with the interactive features of Quizizz, educators can create a dynamic and engaging learning environment that will captivate their students and foster a deeper understanding of social studies and history topics.

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The French Revolution (Important Assignment 02) for class 9th

Answer the following questions..

Q.1 When did the French Revolution occur?

Q.2 When did the Storming of the Bastille take place and Why?

Q.3 How was the French society during the Late Eighteenth Century?

Q.4 Name the tax which the third estate had to pay to the state.

Q.5 Which type of tax the Church used to take from the third Estate?

Q.6 What is Subsistence crises ?

Q.7 Explain the main reasons which led to the French Revolution.

Q.8 How did the educated Middle class contributed to the French uprising?

Q.9 Who wrote the book ‘Two Treatises of Government’ ?

Q.10 Who is the author of the book ‘The Social Contract Theory’?

Q.11 What idea was proposed by Montesquieu in his book ‘The Spirit of the Laws’?

Q.12 Who was Georges Danton ?

Q.13 Who was Arthur Young and what message was he trying to convey in his writings?

Q.14 Why did the third estate leave the Estate General meeting and formed National Assembly?

Q.15 When and where did the representative of the third Estate assemble after leaving the meeting of Estate General?

Q.16 Who wrote the influential pamphlet ‘What is the Third Estate’?

Q.17 Who was Mirabeau and what was his role during Revolution?

Q.18 Define Manor.

4 thoughts on “ The French Revolution (Important Assignment 02) for class 9th ”

Very good assignment

Thankyou Divyansh

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Thanks mam for this helpful assignment .👍

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Shaping Minds

The French Revolution Lesson Plan For Class IX : As Per CBSE Guidelines

THE FRENCH REVOLUTION LESSON PLAN

Written By Avinash Sharan

Class 9 | lesson plan 9, 0 comment(s), 11th april 2023, french revolution lesson plan with activities for class ix.

French Revolution Lesson Plan With Activities For Class IX provides a clear outline of the learning objectives, instructional strategies, and assessment methods for a particular lesson. It is a vital tool for teachers, especially when teaching complex topics like the French Revolution. This French Revolution lesson plan will help the teacher to structure the lesson in a way that is engaging and informative for the students. The teacher can use the lesson plan to introduce the topic, provide background information, and identify the key events, ideas, and people associated with the Revolution.

Furthermore, a lesson plan on the French Revolution will also help the teacher to organize the resources and materials needed for the lesson. It will  also help in identifying the challenges and to plan for different learning styles and abilities among the students. Teachers can also make use of Edu-puzzles and Gamification to make their class live and interesting.

Table of Contents

Topic: French Revolution

No. of periods required: 8-10

General Objective:

To develop interest in the subject.

To develop the spirit of Nationalism among the students.

Specific Objective:

The main objective of teaching the French Revolution to students is to help them develop a broader and more nuanced understanding of history, society,

and culture, as they engage with one of the most transformative periods in human history.

The main objective of teaching the French Revolution to students is to

  • help them understand the significant political, social, and cultural changes that occurred during this period in French history.
  • spread of democratic ideas, the rise of nationalism, and the development of modern ideologies.
  • to develop critical thinking skills and historical awareness,
  • To learn about the causes and consequences of political revolutions, as well as the
  • challenges and opportunities associated with social change.

Learning Objective:

The learning objectives of teaching the French Revolution may vary depending on the level of the students, the curriculum, and the goals of the course.

However, here are a few possible learning objectives that are included in a lesson plan:

Understand the historical context

Firstly, students should be able to explain the political, social, and economic conditions that led to the French Revolution.

including the role of the Enlightenment and the impact of the American Revolution .

Analyze the causes and consequences

Secondly students should be able to identify and analyze the key causes and consequences of the French Revolution.

including the role of the bourgeoisie, the grievances of the lower classes, and the impact of the Reign of Terror.

Identify the major events and figures

Thirdly, students should be able to identify and describe the major events and figures of the French Revolution,

including the Estates General, the Tennis Court Oath, the Storming of the Bastille, and the leadership of Robespierre and Napoleon.

Understand the impact of the French Revolution

Fourthly, students should be able to explain the lasting impact of the French Revolution on French society and politics.

This includes its influence on global history and the spread of democratic ideals.

Develop critical thinking skills:

Finally, students should be able to analyze primary sources.

identify bias and perspective, and evaluate different interpretations of the French Revolution.

FRENCH REVOLUTION LESSON PLAN

Teaching Methodology

The teacher will use several ways to introduce the French Revolution to students, depending on their age, level of knowledge, and interests.

Start with a hook:

On the very first day, the teacher begin the lesson with a thought-provoking question, image, or quote that captures the essence of the French Revolution.

For example, the teacher will show a picture of the storming of the Bastille or ask students to reflect on the meaning of “Liberty, Equality, Fraternity.”

Provide historical context:

The teacher on the second day deals with the historical context of the French Revolution.

Provides background information on the political, economic, and social conditions of France in the late 18th century.

This will include discussing the absolute monarchy, the feudal system, and the Enlightenment ideas that inspired the revolution.

Using primary sources:

On the third day, the teacher will engage students with primary sources such as letters, diaries, and newspapers from the period.

Further, he/she will use excerpts from famous speeches like Robespierre’s “ The Republic of Virtue ” .

or have students read eyewitness accounts of the storming of the Bastille.

Focus on key events:

On the fourth day, the teacher highlights the key events and turning points of the French Revolution

For example, the Estates General , the Tennis Court Oath , the Reign of Terror , and the rise of Napoleon .

Teacher also use maps, diagrams, and timelines to help students visualize the sequence of events and understand their significance.

Connect to the present:

Finally, the teacher help students see the relevance of the French Revolution to their own lives by connecting it to contemporary issues.

For example, democracy, social justice, and human rights.

Also discusses how the principles of the French Revolution continue to shape politics and society around the world today.

By using a combination of these approaches, the teacher introduces the French Revolution to students in a way that is engaging, informative, and

thought-provoking.

While planning classwork for teaching the French Revolution, the teacher considers the learning objectives and the needs of the students.

Group discussions

The teacher organizes a small-group discussion where students can explore the causes and consequences of the French Revolution.

Also assign specific topics or questions to each group.

Provide them with primary sources, such as letters or speeches, to analyze and discuss.

Role-playing activities:

The teacher plans to assign different roles to the students.

For example, Member of the Estates General, a peasant, or a revolutionary leader.

Students have to act out key events or debates from the French Revolution.

This will help students understand the perspectives of different groups and the complex nature of political and social change.

Gamification In Social Science: From Boredom to Brilliance

Analyzing artwork

The teacher brings paintings, sculptures, and other artworks from the period to help students understand the cultural and artistic aspects of the French

Revolution.

Have students analyze the artwork and discuss how it reflects the ideas and values of the period.

Writing assignments

Teacher here assign writing assignments such as essays, letters, or journals.

This will enable students to reflect on the historical events and the significance of the French Revolution.

Also Provide students with writing prompts or questions that encourage critical thinking and analysis.

A worksheet on French Revolution will be distributed to the students.

Multimedia presentations

Here, the teacher ask students to create multimedia presentations, such as videos or podcasts.

This will explore different aspects of the French Revolution.

It will be funny and creative way for students to demonstrate their knowledge and engage with the material.

Overall, The teacher plans the classwork in such a way that fulfills the needs of all type of students.

All students are engaged and actively participate.

This help students deepen their understanding of the French Revolution, engage with the material in meaningful ways, and develop critical thinking skills.

Activities Planned:

Here the teacher plans two possible classroom activities to engage students while teaching the French Revolution chapter.

The teacher organize a debate on a controversial topic related to the French Revolution.

Topic:  use of violence during the Reign of Terror

 Procedure:

  • Assign students to teams.
  • provide them with research materials.
  • allow them prepare arguments and counter-arguments.

This activity will help students develop their critical thinking, research, and communication skills.

Moreover, it will also improve their understanding of different perspectives and points of view.

How to calculate time using longitudes explained Step by step

2. Timeline Activity

In this activity, the teacher create a timeline of the key events of the French Revolution.

  • have students work in pairs or small groups.
  • they have to identify and analyze the significance of each event.
  • Teacher will provide them with primary sources, such as speeches or letters, to help them understand the context and perspective of the time.
  • Then, ask them to present their findings to the class.
  • Discuss the overall impact of the French Revolution on French society and global history.

This activity can help students develop their historical thinking, research, and presentation skills.

Moreover, it will also enhance their ability to analyze complex events and their impact over time.

If US Can Have Six, Why Can’t India Have Two-Time Zones?

  • The teacher asks the students to watch a Movie based on French Revolution “ La Révolution francaise “
  • Provides a Worksheet on French Revolution with multiple questions.

Interdisciplinary Linkages

The teacher integrates French Revolution with other subjects to provide a more comprehensive and interdisciplinary learning experience for students.

Teacher here assign readings of French literature from the time period, such as Victor Hugo’s Les Misérables.

By using paintings, sculptures, and other artworks from the period will help students understand the cultural and artistic aspects of the French Revolution.

Social Studies

The teacher links it to various social studies topics, such as the Enlightenment, world history, or comparative government.

The French Revolution will also be linked to scientific concepts, such as the development of the scientific method or the role of science in the Enlightenment.

Learning Outcome

After teaching the French Revolution, students can achieve various learning outcomes, depending on the focus of the course and the level of the students. Here are four possible learning outcomes:

  • Students should be able to demonstrate a comprehensive understanding of the French Revolution. This includes its causes, key events, major figures, and consequences.
  • They will be able to analyze and interpret primary sources related to the period.
  •  Students should be able to conduct independent research on the French Revolution, including identifying and evaluating sources, synthesizing information, and presenting findings in clear and compelling writing.
  • Moreover, they will be able to identify the role of citizens in shaping political and social change, and demonstrate a commitment to civic engagement and social responsibility.

Remedial Measures

Personalized instruction.

Slow learners often need personalized attention to address their specific learning needs.

The teachers will work with students one-on-one or in small groups to provide extra support and guidance.

Multi-Sensory Learning

The teachers will incorporate activities that involve movement, touch, or sound to help slow learners better process and retain information.

This will include games or incorporating music or rhythm into lessons, to build their confidence and motivation.

Conclusion:

In conclusion, teaching the French Revolution can be an engaging and rewarding experience for both teachers and students. The French Revolution lesson plan includes a clear and concise introduction to the key events, ideas, and figures of the period. It also has a variety of activities and assessments to help students achieve learning objectives. The lesson plan on French Revolution also integrate with other subjects to provide a more interdisciplinary and comprehensive learning experience for students. French Revolution lesson plan also engage students with the complex and transformative events of the Revolution.

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The French Revolution Notes Class 9 History CBSE

  • Post last modified: 12 February 2022
  • Post category: Class 9 SST Notes

The French Revolution Class 9 History Notes covers the questions like – causes of the French revolution, course of the French revolution, reign of terror, legacy of the French revolution. These comprehensive notes are given with proper headings to help students understand the sequence of events discussed in the chapter ‘The French revolution’.

Click here for more such study materials

Video tutorials – Visit the Channel for other parts of the tutorials

Main Events with Dates

  • 1774 : Louis XVI became emperor of France.
  • 1789 : Convocation of Estates General, Third Estate formed National Assembly, Storming of the Bastille; peasants’ revolt in the countryside.
  • 1791 : The Constitution gave political rights only to the wealthy sections of society.
  • 1792 : The National Assembly voted to declare war against Prussia and Austria; France became a republic.
  • 1793 : Louis XVI was beheaded. Overthrow of the Jacobin republic, A Directory ruled France.
  • 1793-94 : The period is referred to as the Reign of Terror.
  • 1804 : Napoleon became emperor of France, and annexed large parts of Europe.
  • 1815 : Napoleon defeated in the battle of Waterloo.
  • 1848 : Abolition of slavery in French colonies.
  • 1946 : Women in France won the right to vote

Causes of the French Revolution  

What were the causes of the French Revolution? 

Storming of Bastille 

i. The Bastille was a fortress prison built during the Hundred Year’s War. 

ii. It was rumoured that the Bastille was full of prisoners and hoarded ammunition and arms. 

iii. It was seen as a symbol of the despotic power of the king. 

iv. On the morning of 14 July, some 7,000 men and women gathered in front of the town hall and broke into many government buildings as well as the fortress prison, the Bastille. 

v. In the armed fight, the commander of the Bastille was killed and the prisoners were released. The fortress was demolished. The storming of the Bastille set off a chain of events that led to the French revolution and the execution of King Louis XVI. 

French Society during the late 18th century 

i. In 1774, Louis XVI of the Bourbon family ascended the throne of France. 

ii. He found the state coffers empty because of long wars, an extravagant court in Versailles, involvement in the American war of independence and faulty system of taxation. 

iii. Under the Ancient Regime (Old Regime), French society was divided into three estates. 

The Three estates 

i. The clergy formed the first estate. It comprised less than one per cent of the total population of France. The nobility formed the second estate. It comprised approximately two per cent of the total population. 

ii. The first and second estates were the privileged classes and exempted from payment of state taxes. 

iii. The third estate formed the majority of the population. 

iv. It was the unprivileged class with no political rights. It bore the burden of taxes and so was more discontented. 

v. Two types of taxes were paid by peasants – tithe and taille . Tithe was levied by the church and comprised one-tenth of agricultural produce. Taille was paid directly to the state. 

The struggle to survive 

i. French population increased from 23 million in 1715 to 28 million in 1789. So, the demand for food grains increased. But the production of grains could not keep pace with the demand. 

ii. The price of bread, which was the principal diet of the majority, increased. 

iii. Wages of labourers did not keep pace with the rise in prices. The gap between the rich and the poor widened. 

iv.  Soon France saw bread riots, especially in urban areas like Paris. 

Subsistence crisis 

i. Subsistence crisis is an extreme situation where the basic means of livelihood are threatened. 

ii. A bad harvest leads to scarcity of food and rise in food prices. 

iii. The poorest couldn’t afford to buy food leading to food riots, weaker bodies increased death rates. 

Emergence of middle class envisages an end to privileges

i. A social group termed the ‘middle class’ emerged in the 18th century. 

ii. Increasing overseas trade and expanding wool trade brought money to this class. They formed the more prosperous and educated section of the third estate. 

iii. In addition to merchants and manufacturers, the third estate included professionals such as lawyers or administrative officials. 

iv. They believed that no group in society should be privileged by birth. 

Ideology of the philosophers 

i. The middle class wanted political freedom for itself and was sympathetic to the cause of the peasants. 

ii. Enlightenment philosophers like John Locke, Jean Jacques Rousseau, Voltaire, and Montesquieu were instrumental in influencing the rising educated middle class. 

iii. They criticised the doctrine of the divine and absolute right of the monarch. 

Course of the French Revolution  

What was the course of the French Revolution? 

The Assembly of the Estates General 

i. On 5 May 1789, Louis XVI called an assembly of the Estates General to pass the proposal for new taxes. The assembly, which was organised with the intention of resolving the financial crisis, instead became the spark to the fuel. 

ii. The Estates General was a political body to which the three estates sent their representatives. The first and second estates sent 300 representatives each, who were seated in rows facing each other on two sides, while the 600 members of the third estate had to stand at the back. 

iii. Until then, voting in the estates general had been conducted according to the principle that each estate had one vote. But members of the third estate demanded that voting be conducted by the assembly as a whole, where each member would have one vote. 

iv. When the king rejected this proposal, members of the third estate walked out of the assembly in protest. After rejection of their demands at the assembly of estates, the third estate decided to take matters into their hands.  

The Tennis Court Oath 

i. On 20 June 1789, the third estate assembled at an indoor tennis court in the grounds of Versailles. 

ii. They declared themselves a national assembly and vowed to draft a constitution for France that would limit the powers of the monarch. 

iii. They were led by Mirabeau, a noble, and Abbé Sieyès, a priest. 

iv. The Tennis Court Oath was taken and signed by all 577 representatives of the third estate. 

v. They declared themselves as a National Assembly and set their goal to form a constitution that would restrict the power of the monarchy and sought to assert people’s sovereignty. 

Social and Economic crisis 

i. While the National Assembly was busy at Versailles drafting a constitution, the rest of France was in crisis. 

ii. Severe winter had destroyed the food crops which resulted in increase in bread prices. 

iii. Bakers hoarded supplies and raised prices of bread for making greater profit. 

iv. After spending hours in long queues at the bakery, crowds of angry women stormed into the shops. 

v. At the same time, the king ordered troops to move into Paris. On 14 July, the agitated crowd stormed and destroyed the Bastille. With the storming of the Bastille, the revolution reached its frenzy. 

Upsurge of revolutionary zeal 

i. Rumours of an impending conspiracy by the lords of the manor to destroy the ripe crops led to the Great Fear of July 1789. 

ii. Caught in fear, peasants in several districts attacked chateaux. They looted hoarded grain and burnt down documents containing records of manorial dues. 

iii. Faced with fear of revolutionaries, Louis XVI finally gave recognition to the national assembly and accepted the principle that his powers would be checked by a constitution. 

iv. The national assembly renamed itself on 9 July 1789 as national constitutional assembly. On 4 August 1789, the assembly passed an order abolishing the feudal system of obligations and taxes. 

v. Members of the clergy too were forced to give up their privileges. Tithes were abolished and lands owned by the church were confiscated. Huge property was acquired by the new government. 

France Becomes a Constitutional monarchy 

i. The national assembly completed the draft of the constitution in 1791. Its main objective was to limit the powers of the monarch. 

ii. The powers were separated and assigned to different institutions – the legislature, executive and judiciary. This made France a constitutional monarchy. 

Features of the Constitution 

i. The Constitution of 1791 gave powers to the national constitutional assembly, which was indirectly elected by the citizens. 

ii. Not all citizens, however, had the right to vote. Only men above 25 years of age who paid taxes equal to at least a labourer’s wage for three days were given the status of active citizens, that is, they were entitled to vote. 

iii. The rest of the men and all women were considered as passive citizens who had no voting rights. 

iv. A unique feature of the 1791 constitution was the adoption of the Declaration of the Rights of Man and Citizen. 

v. Rights such as the right to life, freedom of speech, freedom of opinion, equality before law, were established as natural and inalienable rights. It was the duty of the state to protect each citizen’s natural rights. 

Significance of political symbols – I 

Since a majority of the third estate population was not literate, the revolutionaries created symbols which represented certain notions or meanings. 

i. Broken chain : Chains were used to restrain slaves. A broken chain stood for the act of becoming free. 

ii. Bundle of rods, or fasces : One rod can be easily broken, but not an entire bundle. A bundle of rods, or fasces, said that strength lies in unity. 

iii. An eye within a triangle radiating light : The all–seeing eye represents knowledge. It symbolised that learning will drive away ignorance as sunrays drive away darkness. 

iv. Sceptre : It symbolised royal power. 

Significance of political symbols – II 

i . Snake biting its tail to form a ring : It is a symbol of eternity. This symbol meant the end of each process has the beginning of another. 

ii. Red Phrygian cap : It was a cap worn by a slave after attaining freedom. 

iii. Blue-white-red : They are the national colours of France.  

iv.  The winged woman : It was personification of the law. It signified power of law above all. 

v. The law tablet : The law signified that every citizen is the same in the eyes of law. 

Journey of France from Monarchy to Republic  

How did France become a republic nation? 

Struggle from monarchy to republic 

i. France continued to be in turmoil under the national assembly. 

ii. Louis XVI entered into secret negotiation with the King of Prussia. The national assembly declared war on Prussia and Austria. 

iii. Thousands of volunteers from different French provinces joined the army of the national assembly. 

iv. It was during this war that France chose its national anthem, Marseilles composed by Roget de L’Isle. 

The Jacobins and their Activities

i. The revolutionary wars brought losses and economic difficulties to the people. With men on the war fronts, women were left to fend for the children and take care of their families. 

ii. A large section of the population wanted to continue with the revolution as the constitution of 1791 gave political rights only to the richer sections of society. 

iii. Political clubs were formed where opinions were exchanged and rallies were carried out. One such political club was named after the former convent of St Jacob in Paris. 

iv. The members of this club were called the Jacobins. They were mainly from the poorer section of the third estate. Maximilian Robespierre was their leader. 

v. To set them apart from the fashionable section of society, they wore long stripped trousers similar to those worn by dock workers. 

France Becomes a Republic in 1792

i. The summer of 1792 saw the Jacobins in a violent insurrection in Paris. They stormed the palace of Tuileries and killed the royal guards and held the king hostage for several hours. The assembly voted to imprison the royal family. 

ii. Elections were held. All men of 21 years and above, regardless of wealth, got the right to vote. The newly elected assembly was called the convention. 

iii. By 1792 , it abolished monarchy and declared France a republic . 

Execution of Louis VI

Louis XVI was sentenced to death by a court on charges of treason. He was executed on 21 January 1793. His wife Marie Antoinette was executed soon after. 

The Reign of Terror 

i. The reign of terror started in 1793 and ended in 1794 with the execution of Robespierre. 

ii. Maximillan Robespierre went to extremes to punish and control the powers of the Jacobin government. 

iii. He considered ex-nobles and clergy, members of other political parties and even dissenting members of his own party as enemies of the republic. Almost all of them were arrested, imprisoned and guillotined if found guilty. 

Laws under Robespierre’s government – I 

i. Robespierre’s government issued laws placing a maximum ceiling on the wage of a person and on the price of a commodity. 

ii. Meat and bread were rationed. 

iii. Peasants were forced to sell their produce at prices fixed by the government. 

iv. The use of more expensive white flour was forbidden. 

Laws under Robespierre’s government – II 

i.  All citizens were required to eat pain d’égalité (equality bread). 

ii.  Traditional titles like Monsieur and Madame were discontinued. 

iii.  All citizens were addressed as citoyen or citoyenne . 

iv. Churches were shut down and converted to barracks and offices. 

End of the Jacobins 

i. Soon, the supporters of Robespierre began to demand moderation of his policies. 

ii. Finally, in July 1794 he was convicted by the court and arrested. 

iii. The next day, he was guillotined. 

iv. With the execution of Robespierre, the Jacobin government came to an end. 

Directory Rule in France 

i.  With the fall of the Jacobin government, the wealthy middle class got the opportunity to seize power. 

ii.  A new constitution was introduced which gave the right to vote to the non-propertied classes. 

iii. It elected the legislative council, which would appoint an executive committee of five members called the directory council. 

iv. The directors often clashed with the legislative councils, who then sought to dismiss them. 

v. The political instability of the directory paved the way for the rise of a military dictator, Napoleon Bonaparte . 

Women During French Revolution  

What were the roles and rights of women during and after the French Revolution? 

Women and society during the revolution 

i. Women were not considered active citizens under any of the governments of the French revolution. 

ii. They actively participated throughout the revolution and brought about many changes in society. 

iii. They hoped that their involvement would pressurise the revolutionary government to introduce measures to improve their lives. 

iv. Women worked as seamstresses or laundresses. They sold flowers, fruit and vegetables. They also worked as domestic servants in wealthy households. 

v. Most women did not have access to education or job training. Though women worked as much as men, they were paid less than men. 

Voices of women 

i. Soon, women formed political clubs to discuss the issues they had to deal with in their daily life. 

ii. About 60 women’s clubs came up in different French cities. The Society of Revolutionary and Republican Women was the most famous of them. 

iii. Women were disappointed that the constitution of 1791 did not give women the right to vote. 

iv. They demanded right to vote, to be elected to the assembly and to hold political office. 

Changes in favour of women 

i. In the early years, the revolutionary government did introduce laws that helped improve the lives of women. 

a. Schooling was made compulsory for all women. 

b. Women could no longer be forced into marriage. 

c. Women were given the right to divorce. 

d. Marriage was made into a legal contract. 

e. Women could choose their profession and train for jobs. 

ii. All these changes were slow and did not lead to complete legal equality between men and women. 

Women’s struggle under reign of terror 

i. Women’s struggle for the right to vote continued under the reign of terror. 

ii. During the reign of terror, women’s clubs were closed and their political activities were banned. 

iii. Many prominent women leaders and thinkers were arrested and executed during the reign of terror. 

iv. It was 200 years later that French women gained the right to vote in 1946. 

Olympe de Gouges 

i. She was one of the most important of the politically active women in revolutionary France. 

ii. She protested against the constitution and the declaration of rights of man and citizen as they excluded women from the basic rights that each human being was entitled to. 

iii. So, in 1791, she wrote a declaration of the rights of woman and citizen. 

iv. She criticised the Jacobin government for forcibly closing down women’s clubs. 

v. She was tried by the national convention, which charged her with treason. Soon after this, she was executed. 

Abolition of Slavery in France

How did the French Revolution lead to the abolition of slavery? 

Slavery in French colonies 

i. One of the most revolutionary social reforms of the Jacobin government was the abolition of slavery in French colonies. 

ii. French colonies in the Caribbean like Martinique, Guadeloupe and San Domingo supplied commodities such as tobacco, indigo, sugar and coffee. 

iii. Europeans were reluctant to go and work in distant and unfamiliar lands. This caused shortage of labour on plantations. 

iv. This shortage of labour was met by a triangular slave trade between Europe, Africa and the Americas. 

Triangular slave trade 

i. The slave trade began in the 17th century. 

ii. French merchants sailed from the ports of Bordeaux or Nantes to the African coast, where they bought slaves from local chieftains. 

iii. Slaves were branded and shackled to be transported in ships to the Caribbean over a three-month long voyage. 

iv. They were then sold to the plantation owners in the Caribbean. 

v. The port cities of Bordeaux and Nantes became rich due to the export and import of slaves. 

Abolition of slavery in French colonies 

i. Throughout the 18th century, there was little criticism of slavery in France. 

ii. The National Assembly held long debates about whether the rights of man should be extended to French colonies and its slaves but it did not pass any laws, anticipating opposition of plantation owners where slaves were employed. 

iii. In 1794 , the National Convention freed the slaves of all French colonies . 

iv. This was, however, only a short-term measure as ten years later, in 1804, Napoleon reintroduced slavery. 

v. Slavery was finally abolished in French colonies in 1848 . 

Political and Ideological Legacy of the French Revolution  

What was the political and ideological legacy of the French Revolution?  

Changes in society 

i. Revolutionary ideas of equality and liberty transformed: 

  • Clothes of the people 
  • Language of the people 
  • Books read by the people 

ii. With the abolition of censorship in 1789 and the Declaration of the Rights of Man and Citizen in 1791, freedom of speech and expression became a natural right. 

Growth of Literature 

i. From Paris, newspapers, pamphlets, books and printed pictures travelled rapidly into the countryside. 

ii.  All this printed material described and discussed the events and the changes taking place in France. 

iii. It helped political philosophers like Rousseau and Locke to spread their thoughts. 

iv. The ideas of liberty, equality and fraternity, which were the pillars of the French Revolution, spread far and wide through a free press. 

Rise of Napoleon Bonaparte 

i. Napoleon Bonaparte crowned himself the emperor of France in 1804. 

ii. He conquered neighbouring European countries and appointed his family members to rule them. 

iii. Napoleon is credited with the introduction of many modern laws in Europe. For example: 

  • Protection of private property 
  • Uniform system of weights and measures provided by the decimal system 

Fall of Napoleon Bonaparte 

i. During the initial years, many viewed Napoleon as a liberator who was progressive in his approach but soon, his army was viewed everywhere as an invading force leading to a decline in his popularity. 

ii.  He re-introduced slavery, which had been abolished under the Jacobin government. 

iii. He was finally defeated at Waterloo in 1815. 

iv. Many of his measures carried his revolutionary ideas of liberty and modern laws to other parts of Europe and had an impact on people long after he left. 

Legacy of the French Revolution 

i. The most important legacies of the French Revolution were: ideas of liberty and democratic rights 

ii. These spread from France to the rest of Europe during the 19th century, where feudal systems were abolished. 

iii. It inspired colonised peoples to develop their ideas of freedom. 

iv. Tipu Sultan and Raja Rammohan Roy are two examples of individuals who were strongly influenced by the ideas coming from revolutionary France. 

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Chapter 1 The French Revolution

NCERT Solutions for Class 9 Social Science History Chapter 1 The French Revolution

Q. Society based on freedom, equal laws and opportunities was advocated by:

  • (a) Middle class and people of the third estate
  • (b) Clergy and nobility
  • (c) Philosophers such as John Locke and Rousseau
  • (d) Arthur Young
  • Ans. (c) Philosophers such as John Locke and Rousseau

Q. Identify the main objective of the National Assembly to complete the draft of the constitution in 1791.

  • (a) To increase the powers of the monarch
  • (b) To increase the powers of the clergy
  • (c) To limit the powers of the monarch
  • (d) To limit the powers of the third estate
  • Ans. (c) To limit the powers of the monarch

Q. Name the French Revolutionary who edited the paper L'Ami du peuple.

  • (a) Jean-Paul Marat
  • (b) Voltaire
  • (c) Abbe-Sieyes
  • (d) Montesquieu
  • Ans. (c) Jean-Paul Marat

Q. On the night of 4 August 1789, the Assembly passed a decree abolishing the …………… of obligations and taxes.

Ans. feudal system

Q. Women were disappointed because the constitution of 1791 reduced them to passive citizens.

Q. Georges Denton sought to create a Republic of Virtue during the Reign of Terror.

Ans.  (1)-(c), (2)-(d), (3)-(a), (4)-(b)

Q. What laws did Napoleon introduce?

Ans. Napoleon introduced many laws such as the protection of private property and a uniform system of weights and measures provided by the decimal system.

Q. Why was the French government obliged to spend an increased percentage of its budget on interest payments alone?

  • Ans. (i) Long years of war had drained the financial resources of France.
  • (ii) It had to maintain an extravagant court in the immense palace of Versailles.
  • (iii) With the help of king of France, Louis XVI, the thirteen American colonies gained their independence from the common enemy, Britain. The war added more than a billion livres to a debt that had already risen to more than 2 billion livres.
  • (iv) Lenders, who gave the state credit, now began to charge 10 per cent interest on loans.
  • Therefore, the French government was obliged to spend an increasing percentage of its budget on interest payments alone.

Q. List some of the democratic rights that enjoyed today whose origins could be traced to the French Revolution.

  • Ans. (i) Some of the democratic rights which we enjoy today can be traced to the French Revolution in the following points:
  • (i) Right to equality including equality before law, prohibition of discrimination and equality of opportunity in matters of employment.
  • (ii) Right to freedom of speech and expression including right to practice any profession or occupation.
  • (iii) Right against exploitation.
  • (iv) Right to life.
  • (v) Right to vote.

Q. What was the Great Fear in French Revolution?

  • Ans. (i) In the countryside, rumours spread from village to village that the lords of the manor had hired bands of brigands who were on their way to destroy the ripe crops.
  • (ii) Caught in a frenzy of fear, peasants in several districts seized hoes and pitchforks and attacked chateaux.
  • (iii) They looted hoarded grain and burnt down documents containing records of manorial dues.
  • (iv) A large number of nobles fled from their homes, many of them migrated to neighbouring countries.

Q. Write a brief note on Napoleon Bonaparte and his policies and activities.

  • Ans. Napoleon Bonaparte crowned himself the Emperor of France in 1804. He saw his role as a moderniser of Europe.
  • (i) He conquered neighbouring European countries, dispossessing dynasties and creating kingdoms where he placed his family members.
  • (ii) He introduced many laws such as the protection of private property and a uniform system of weights and measures provided by the decimal system.
  • (iii) Initially, many saw Napoleon as a liberator who would bring freedom for the people. However, soon Napoleonic armies came to be viewed everywhere as an invading force. He was finally defeated at Waterloo in 1815.
  • (iv) Many of his modern laws and revolutionary ideas of liberty that spread to other parts of Europe had an impact on the people long after Napoleon left.

Q. Describe the circumstances leading to the outbreak of revolutionary protest in France.

  • Ans. The following circumstances led to the outbreak of revolutionary protest in France:
  • (i) Louis XVI was an autocratic ruler who could not compromise with his luxurious life. He also lacked farsightedness.
  • (ii) Under Louis XVI, France helped the thirteen American colonies to gain their independence from Britain. The war added more than a billion livres to a debt credit, now began to charge 10% interest on loans. Added to this was the cost of maintaining an extravagant court at the immense palace of Versailles. So, the French government was obliged to spend an increasing percentage of its budget on interest payments alone.
  • (iii) The state finally increased taxes to meet its regular expenses such as the cost of maintaining an army, running government offices and universities.
  • (iv) The first two estates i.e., the clergy and the nobles were exempted to pay taxes. Thus, the burden of financing activities of the state through taxes was borne by the third estate only.
  • (v) The middle class emerged in the 18th century and thus France was educated and enlightened. The ideas of the philosophers got popularised among the common mass as a result of intensive discussions and debates in saloons and coffee-houses and through books and newspapers.
  • (vi) The French administration was extremely corrupted. It did not give weightage to the French common man.

Q. Would you agree with the view that the message of universal rights was beset with contradictions? Explain.

  • Ans. (i) The message of universal rights was definitely beset with contradictions. Many ideals of the ‘Declaration of Rights of Man and Citizen’ were not at all clear. They had dubious meanings.
  • (ii) The French Revolution could not bring economic equality and it is the fact that unless there is economic equality, real equality cannot be received at any sphere. The Declaration of Rights of Man and Citizen laid stress on equality but large section of the society was denied to it. The right to vote and elect their representatives did not solve the poor man's problem.
  • (iii) Women were regarded as passive citizens. They did not have any political rights such as right to vote and hold political offices like men. Hence, their struggle for equal political rights continued.
  • (iv) France continued to hold and expand its colonies. Thus, its image as a liberator could not last for a long time.
  • (v) Slavery existed in France till the first half of the 19th century.

Q. Which groups of French society benefited from the revolution and which groups were forced to relinquish power? Which sections of society would have been disappointed with the outcome of the revolution?

  • Ans. (i) The wealthy class of the third estate which came to be known as the new middle class of France benefited the most from the revolution. This group comprised of big businessmen, petty officers, lawyers, teachers, doctors and traders. Previously, these people had to pay state taxes and they did not enjoy equal status. But after the revolution they began to be treated equally with the upper sections of the society.
  • (ii) With the abolition of feudal system of obligation and taxes, the clergy and the nobility came on the same level with the middle class. They were forced to give up their privileges. Their executive powers were also taken away from them.
  • (iii) The poorer sections of the society, i.e., small peasants, landless labourers, servants, daily wage earners would have been disappointed with the outcome of the revolution. Women also would have been highly discontented.

Q. Describe the legacy of the French Revolution for the peoples of the world during the nineteenth and the twentieth centuries.

  • Ans. The French Revolution proved to be the most important event in the history of the world :
  • (i) The ideas of liberty and democratic rights were the most important legacy of the French Revolution. These ideas became an umpiring force for the political movements in the world in the 19th and 20th centuries.
  • (ii) The ideas of liberty, equality and fraternity spread from France to the rest of Europe, where feudal system was finally abolished.
  • (iii) Colonised people reworked on the idea of freedom from bondage into their movements to create a sovereign nation state.
  • (iv) The idea of Nationalism that emerged after the French Revolution started becoming mass movements all over the world. Now, people began to question the absolute power.
  • (v) The impact of the French Revolution would be seen in India too. Tipu Sultan and Raja Ram Mohan Roy got deeply influenced by the ideas of the revolution.
  • In the end, we can say that after the French Revolution people all over the world became aware of their rights.
  • Ans. (a) Both A and R are true and R is the correct explanation of A.

The Church too extracted its share of taxes called tithes from the peasants, and finally, all members of the third estate had to pay taxes to the state. These included a direct tax, called taille, and a number of indirect taxes which were levied on articles of everyday consumption like salt or tobacco

Q. Assertion (A): Robespierre was convicted by a court in July 1794, arrested and on the next day sent to the guillotine. Reason (R): Slavery was finally abolished in French colonies in 1848.

  • Ans. (b) Both A and R are true but R is not the correct explanation of A.
  • The period from 1793 to 1794 is referred to as the Reign of Terror. Robespierre followed a policy of severe control and punishment. Robespierre pursued his policies so relentlessly that even his supporters began to demand moderation.

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NCERT Solutions For Class 9 History Social Science Chapter 1 French Revolution

Ncert solutions for class 9 history chapter 1 – cbse download free pdf.

NCERT Solutions for Class 9 History Chapter 1 – The French Revolution are provided here to help students study and prepare for their CBSE exams. The French Revolution was a period in France when the people overthrew the monarchy and took control of the government. The Revolution began in 1789 and ended in the late 1790s. Before the French Revolution started, the people of French were divided into social groups or “Estates”. The social and political structure of the French changed completely after the French Revolution. All the concepts related to the French Revolution are mentioned in the NCERT Solutions for Class 9 History Chapter 1 so that students don’t find it difficult to solve the textbook questions. There is a chance that NCERT textbook questions might be asked in the CBSE exam.

Be a step ahead in your studies with these  NCERT Solutions for Class 9  History that are well-structured and comprehensive.

  • Chapter 1 The French Revolution
  • Chapter 2 Socialism In Europe And The Russian Revolution
  • Chapter 3 Nazism And The Rise Of Hitler
  • Chapter 4 Forest Society And Colonialism
  • Chapter 5 Pastoralists In The Modern World

Download NCERT Solutions for Class 9 History Chapter 1 The French Revolution

NCERT Solutions Class 9 Social Science History Chapter 1 French Revolution

NCERT Solutions for Class 9 History Chapter 1 – The French Revolution

The Solutions for Chapter 1 of India and the Contemporary World are given below. Students should also check NCERT Solutions for Class 9 History for other chapters.

NCERT Solutions – Social Science History Chapter 1

Exercise Page No. 24

1. Describe the circumstances leading to the outbreak of revolutionary protest in France.

When King Louis XVI was anointed as the new king, he found an empty treasury. Long years of war had drained the financial resources of France. On top of this, there was the cost of maintaining an extravagant court at the Palace of Versailles. France had helped the thirteen American colonies gain their independence from their common enemy, Britain. The war added more than a billion lives to a debt that had already risen to more than 2 billion lives. Lenders who gave credit began to charge 10 per cent interest on loans. So the French Government had to spend an increasing percentage of its budget on interest payments alone. To meet its regular expenses, such as cost of maintaining an army, the court, governmental offices and Universities were increasingly becoming difficult. Raising taxes did not suffice, because the French society was divided into 3 estates and only the 3rd estate had to pay taxes. The 1st estate and the 2nd estate did not pay any taxes. The population of France was also growing massively. This led to a rapid increase in the demand for food grains. Production of grains could not keep pace with demand. So the price of bread, which was the staple diet of the majority rose rapidly. Most workers were employed as labourers in workshops, whose owner fixed their wages. But the wages did not keep pace with the rise in prices. So the gap between the rich and the poor widened. All these factors led to the outbreak of the French Revolution.

2. Which groups of French society benefited from the revolution? Which groups were forced to relinquish power? Which sections of society would have been disappointed with the outcome of the revolution?

French society was divided into 3 estates. The third estate benefitted the most. The third estate consisted of Peasants, artisans, Small peasants, landless labour, servants, big businessmen, merchants, court officials, lawyers etc. The groups that were forced to relinquish power were the people belonging to the 1st and 2nd estate. These people had enjoyed certain privileges by birth. With the revolution, the people in 1st and 2nd estate lost their privileges. Because inequality was one of the root causes of the revolution, the revolution tried to bring equality to society.

3. Describe the legacy of the French Revolution for the peoples of the world during the nineteenth and twentieth centuries.

The ideas of liberty and democratic rights are the most important legacies of the French revolution. These spread from France to the rest of Europe during the nineteenth century, where feudal systems were abolished. Colonised people reworked the idea of freedom from bondage into their movements to create a sovereign nation-state. Tipu Sultan and Ram Mohan Roy are two examples of individuals who responded to the ideas originating from Revolutionary France.

4. Draw up a list of democratic rights we enjoy today whose origins could be traced to the French Revolution.

The list of democratic rights are

  • Freedom of speech
  • Freedom of expression
  • Freedom of press
  • Abolition of censorship
  • Right to vote
  • Abolition of slavery
  • Right to liberty
  • Right to property
  • Right to security
  • Right to education
  • Divorce laws

5. Would you agree with the view that the message of universal rights was beset with contradictions? Explain.

Though it says ‘Universal Rights’, women were unfortunately left out from the basic rights that were promised. They did not have equal rights that men enjoyed. They did not have the right to liberty, property, security and above all, the resistance to oppression. In the formulation of laws, women did not have any representation. Women were not entitled to all the honours and public employment, according to their abilities.

6. How would you explain the rise of Napoleon?

Napoleon Bonaparte crowned himself Emperor of France. He started conquering neighbouring countries by waging wars against them. He saw himself as a moderniser of Europe. He introduced many laws, such as the protection of private property and a uniform system of weights and measures provided by the decimal system. Many of his measures carried the revolutionary ideas of liberty and modern laws to the other parts of Europe. This had a positive impact on people long after he was dethroned as an emperor when he was finally defeated in the Battle of Waterloo.

Chapter 1 – French Revolution Summary

Chapter 1 of NCERT Social Science History textbook – Indian and the Contemporary World-I is titled as ‘ French Revolution.’ Monarchy of France was ended by the French revolution. A society based on privileges gave way to a new system of governance. Students will read the nature of French society in the mid-19th century.

The students will also get to know about the following topics:

1. French Society During the Late Eighteenth Century

  • The struggle to survive
  • How a subsistence crisis happens
  • A growing middle class envisages an end to privileges

2. The Outbreak of the Revolution

  • France becomes a constitutional monarchy

3. France Abolishes Monarchy and Becomes a Republic

  • The Reign of Terror
  • A directory rules France

4. Did Women have a Revolution?

  • The Abolition of Slavery
  • The Revolution and Everyday Life

‘India and the Contemporary World-I’ is an important book for Class 9 Social Science subject. Apart from this chapter, the full set of NCERT Solutions for Class 9 Social Science is given in the linked article. Students can refer and easily download the solutions pdf from the links given and can start practicing offline as well.

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NCERT Solutions for Chapter 1 The French Revolution Class 9 History

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10 History notes Chapter 1 The French Revolution

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CBSE Class 09 Social Science Revision Notes Chapter 1 The French Revolution

The French Society during the Late 18th Century In 1774, Louis XVI, a 20 year young from Bourbon dynasty ascended the throne of France. He was welcomed by empty treasure. The France was reeling under tremendous debt which had mounted Up to 2 billion livres.For meeting theses expenses increase in the tax was inevitable.

The French Society was divided into three estates. First two enjoyed all privileges.

1st Estate: Clergy 2nd Estate: Nobility 3rd Estate: Big businessmen, merchants, court officials, peasants, artisans, landless labourers, servants, etc.

  • Some within the Third Estate were rich and some were poor.
  • The burden of financing activities of the state through taxes was borne by the Third Estate alone.

The Struggle for Survival : Population of France grew and so did the demand for grain. The gap between the rich and poor widened. This led to subsistence crises.

Subsistence Crisis : An extreme situation where the basic means of livelihood are endangered .

The Growing Middle Class : The 18th century witnessed the emergence of middle class which was educated and believed that no group in society should be privileged by birth. These ideas were put forward by philosophers such as Locke the English philosopher and Rousseau, French philosopher. The American constitution and its guarantee of individual rights was an important example of political theories of France. These ideas were discussed intensively in salons and coffee houses and spread among people through books and newspapers. These were even read aloud.

THE OUTBREAK OF THE REVOLUTION

The French Revolution went through various stages. When Louis XVI became king of France in 1774, he inherited a treasury which was empty.  There was growing discontent within the society of the Old Regime.

Louis XVI called the Estate General  to pass the proposals for new taxes. The Third Estate forms National Assembly, the Bastille is stormed, peasant revolts in the countryside.

National assembly completed the draft of constitution. It limited the powers of the king and  guaranteed basic right to all human beings. France became constitutional monarchy.

France  abolished monarchy and  became a republic. National assembly was replaced by convention. King and queen were executed.

1793 – 94 

It is referred as reign of terror. Robespierre followed a policy of severe control. He executed all the  so called ‘enemies’ of republic.

Jacobin Republic overthrown, a Directory rules France. A new Convention appointed a five-man Directorate to run the state from 26 October, 1795.

The Revolution ends with the rise of Napoleon Bonaparte.

Timeline  : The French Revolution

1770s-1780s — Economic decline : French Government in deep debt.

1788-1789 — Bad harvest, high prices, food riots

1789, May 5 — Estates-General convened, demands reforms.

1789, July 14 — National Assembly formed. Bastille stormed on July 14. French Revolution starts.

1789, Aug. 4 — Night of August 4 ends the rights of the aristocracy.

1789, Aug. 26 — Declaration of the Rights of Man

1790 — Civil Constitution of the Clergy nationalises the Church.

1792 — Constitution of 1791 converts absolute monarchy into a constitutional monarchy with limited powers.

1792 — Austria and Prussia attack revolutionary France

1793 — Louis XVI and Marie Antoinette are executed.

1792-1794 — The Reign of Terror starts. Austria, Britain, the Netherlands, Prussia and Spain are at war with France.

— Robespierre’s Committee of Public Safety repels back foreign invaders.

Executes many “enemies of the people” in France itself.

1794 — Robespierre is executed. France is governed by a Directory, a committee of five men.

1799 — Napoleon Bonaparte becomes the leader.

WOMEN’S REVOLUTION

From the very beginning women were active participants in the events which brought about so many changes in the French society. Most women of the third estate had to work for a living.Their wages were lower than those of men.

In order to discuss and voice their interests, women started their own political clubs and newspapers. One of their main demands was that women must enjoy the same political rights as men. Some laws were introduced to improve the position of women. Their struggle still continues in several parts of the world.

It was finally in 1946 that women in France won the right to vote.

THE ABOLITION OF SLAVERY

There was a triangular slave trade between Europe, Africa and Americas. In the 18th century,there was little criticism of slavery in France. No laws were passed against it. It was in 1794 that the convention freed all slaves. But 10 years later slavery was reintroduced by Napoleon. It was finally in 1848 that slavery was abolished in the French colonies.

THE REVOLUTION AND EVERYDAY LIFE

The years following 1789 in France saw many changes in the lives of men, women and children.The revolutionary governments took it upon themselves to pass laws that would translate the ideals of liberty and equality into everyday practice. One important law that came into effect was the abolition of censorship.

The ideas of liberty and democratic rights were the most important legacy of the French Revolution. These spread from France to the rest of Europe during the 19th century.

NAPOLEON BONAPARTE 

In 1804, Napoleon crowned himself emperor of France. He set out to conquer neighbouring European countries, dispossessing dynasties and creating kingdoms where he placed members of his family. He saw his role as a modernizer of Europe. He introduced many reforms which had long lasting effect on Europe. He was finally defeated at Waterloo in 1815.

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NCERT Solutions Class 9 History Chapter 1 French Revolution

NCERT Solutions Class 9 History Chapter 1 French Revolution: NCERT Solutions for Class 9 History Chapter 1 – The French Revolution is prepared, keeping in mind what students need to study & how they will prepare for their CBSE exams. In France, the French Revolution (1789-1790s) was one such period when the common people overthrew the monarchy & took control of the government. Before the French Revolution began, the French people were divided into social groups or “Estates”.

France’s social & political structure changed after the French Revolution. All the important themes related to the French Revolution are mentioned in the NCERT Solutions for Class 9 History Chapter 1 so that students find it easy to solve the textbook questions, which are most likely to be asked in the exam.

French-Revolution-chapter-1-class-9-Solutions-copy

French Revolution class 9 Solutions

Exercise Page No. 24

1. Describe the circumstances leading to the outbreak of revolutionary protest in France.

Answer 1: Long years of war had drained Europe’s financial resources which led to an empty treasury, when King Louis XVI became the new king. Maintaining an extravagant court at the Palace of Versailles was quite expensive. France helped 13 American colonies gain independence from Britain. The war brought many people into spending and debt. 10 % interest on loans, was charged by lenders who gave credit. So an increasing percentage of the budget was spent by universities on interest payments by the French Government. To meet regular expenses, like the cost of maintaining an army, the court, governmental offices and universities into became quite difficult. Even raising taxes fell short to meet the expenses, because the French society was divided into 3 estates & only the 3rd estate had to pay taxes, into spent and not the 1st & 2nd estates. , spent staple spent spent spent spent diet of the majority also rose. Most workers were employed as labourers in workshops, whose owner fixed their wages which were not in pace with the rise in prices. The rich & the poor gap widened. This led to a subsistence crisis, which led to the outbreak of the French Revolution.

2. Which groups of French society benefited from the revolution? Which groups were forced to relinquish power? Which sections of society would have been disappointed with the outcome of the revolution?

Answer 2: French society was divided into 3 estates., out of which the third estate had the maximum gains. The third estate comprised of peasants, artisans, small peasants, landless labourers, servants, big businessmen, merchants, court officials, lawyers etc. The groups that were forced to relinquish power were the People belonging to the 1st & 2nd estates, who were forced to give up their power. They had enjoyed certain privileges by birth which they were made to give up when the revolution arose. The revolution tried to bring equality to society, but the main reason behind the revolution was inequality.

3. Describe the legacy of the French Revolution for the peoples of the world during the 19th & 20th centuries.

Answer 3: The ideas of liberty & democratic rights are the essential legacies left by the French revolution, which spread from France to the rest of Europe during the 19th century, where feudal systems were abolished. Colonised people reworked the idea of freedom from bondage into their movements to create a sovereign nation-state. Tipu Sultan & Ram Mohan Roy are eminent personalities who responded to the ideas originating from Revolutionary France.

4. Draw up a list of democratic rights we enjoy today whose origins could be traced to the French Revolution.

Answer 4: The list of democratic rights which trace back to the French Revolution, that are enjoyed even today are: Freedom of Speech Freedom of Expression Freedom of Press Abolition of Censorship Right to Vote Abolition of Slavery Right to Liberty Right to Property Right to Security Right to Education Divorce Laws

5. Would you agree with the view that the message of universal rights was beset with contradictions? Explain.

Answer 5: ‘Universal Rights’, excluded women as they were not given the basic rights that were promised to them. Women were seen as passive citizens, who did not have access to equal rights unlike men. They were denied the right to liberty, property, security & above all, the resistance to oppression. Women were not made a part when it came to making laws. They were not entitled to all honours & public employment, as per their abilities.

6. How would you explain the rise of Napoleon?

Answer 6: Napoleon Bonaparte crowned himself as the Emperor of France. By waging wars against neighbouring countries, he started conquering them. Napoleon thought of himself as a moderniser of Europe. He introduced many laws, like the protection of private property, a uniform system of weights & measures provided by the decimal system. Many of his measures like the revolutionary ideas of liberty & modern laws spread to other parts of Europe. This left a positive impact on people long after Napoleon was dethroned as an emperor, when he was finally defeated in the Battle of Waterloo.

FAQs on NCERT Solutions Class 9 History Chapter 1

What were the three estates in french society.

The three estates present in the French society were: a) First estate which comprises of the clergy, b) Second estate which consists of the nobles & c) Third estate which comprises of the big businessmen, merchants, court officials, lawyers, peasants & artisans, small peasants, landless labour & servants.

What was the subsistence crisis in France?

France’s population was increasing, which led to a rapid increase in the demand for food grains. Production of grains did not go hand in hand with its demand. So the price of bread, staple diet of the majority rose quite rapidly. Most workers were employed as labourers in workshops, whose owner fixed their wages which were not in pace with the rise in prices. The rich & the poor gap widened. This led to a subsistence crisis, which led to the outbreak of the French Revolution.

What are the topics that students can learn from Ch 1 of NCERT Solutions for Class 9 History?

The topics that students can learn from Chapter 1 of NCERT Solutions for Class 9 History are: 1. French Society During the Late Eighteenth Century i. The struggle to survive, ii. How a subsistence crisis happens, iii. A growing middle class brings an end to privileges 2. The Outbreak of the Revolution- France becomes a constitutional monarchy 3. France Abolishes Monarchy & Becomes a Republic i.The Reign of Terror, ii. A Directory rules France 4. Did Women have a Revolution? i. The Abolition of Slavery ii. The Revolution & Everyday Life

Does the NCERT Solutions for Class 9 History Chapter 1 help students with their board exam preparation?

The GeeksforGeeks faculty has made the NCERT Solutions for Class 9 History Chapter 1 to help students solve questions easily, in their exam. It gives a detailed explanation of the problems given in the exercises in the chapter, as per the NCERT guidelines.

Does GeeksforGeeks provide answers for all questions given in the NCERT Solutions for Class 9 History, Chapter 1 ?

Students with the help of the NCERT Solutions for Class 9 History Chapter 1 will be able to score well in the exams. By having detailed chapter-wise solutions, students will understand the concepts better. These NCERT Solutions, have been created by the subject matter experts as per the exam pattern of the CBSE Board.

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NCERT Solutions For Class 9 History chapter-1 The French Revolution

For  NCERT Solutions for class 9 social science  check out main page do follow Physics Wallah  NCERT solutions for class 9 Maths.  

Q.1. What were the social, economic and political conditions in Russia before 1905?

Ans. (i) Social condition: The society was dividing into two classes-the privileged and the non-privileged. The privileged class comprised of prosperous and influential people who held almost all the important offices of the state and most of the land was also under their control.

(ii) Economic condition: As there was not ample capital in the country, more than half of the capital investment was made by the foreign investors who were interested only in making huge and quick profits without having any concern for the miserable conditions of the Workers.

The Russian capitalists too, proved to be a source of exploitation of the workers. Whether factories have good working conditions or not, craft units and small workshops also sometimes had 15 hours of working day.

(iii) Political condition: The Russian polity was basically still feudal in nature. Vast tracts of land were held tax free by the clergy and the nobility who also monopolized the high posts in the army and administration.

The new middle class which was slowly emerging in Russia began to make strident demands for some sort of representative government to be formed where access to high posts would be given on the basis of birth.

Administration was also riddled with corruption and was inefficient.

Q.2. In what ways was the working population in Russia different from other countries in Europe before 1917 ?

Ans. (i) most industry was the private property of industrialists. Government supervised large factories to ensure minimum wages and limited hours of work. But factory inspectors could not prevent rules being broken. in craft units and small workshops, the working day was sometimes of 15 hours, compared with 10 or 12 hours in factories. Accommodation varied from rooms to dormitories.

(ii) Workers were a divided social group. Women made up 31 per cent of the factory labor force by 1914, but they were paid less than men. Divisions among workers showed themselves in dress and manners too.

(iii) Despite divisions, workers did unite to strike work when they disagreed with employers about dismissals or work conditions. These strikes took place frequently in the textile mills.

Q.3. Why did the Tsarist autocracy collapse in 1917?

Ans. (i) the revolutionary movement in Russia had been growing when the 1905 Revolution broke out. On 9th January, 1905, a mass of peaceful workers with their wives and children was fired at in St. Petersburg while on its way to the Winter Palace to present a petition to the Tsar. The news of the killings provoked unprecedented disturbances throughout Russia and proved to be a dress rehearsal of the revolution that came in 1917.

(ii) The Tsar took Russia into the First World War. This proved fatal and brought about the final breakdown of the Russian autocracy, By February 1917, 6,00,000 soldiers had been killed in the war. There was widespread discontent throughout the empire as well as in the army. The condition was ripe for a revolution.

(iii) On 12th March, 1917, the capital city of St. Petersburg fell into the hands of the revolutionaries. Soon the revolutionaries controlled Moscow. The Tsar gave up his throne and the first Provisional Government was formed on 15th March, 1917.

Q. 4. Make two lists: one with the main events and the effects of the February Revolution and the other with the main events and effects of the October Revolution. Write a paragraph on who was involved in each, who were the leaders and what the impact of each was on Soviet history,

Ans. A. List of the February Revolution-Events and Effects:

(i) In February 1917, food shortages were deeply felt in the workers' quarters.

(ii) Parliamentarians wishing to present elected government opposed to the Tsar's desire to dissolve the Duma.

(iii) On 22nd February, a lock out took place at a factory on the right bank of River Neva.

(iv) On 23rd February, 1917, workers in fifty factories called a strike in sympathy of the factory workers of the River Neva.

(v) In many factories women led the way to strikes. This came to be called the International Women's Day.

B. Events and Effects of Revolution of October 1917:

(i) As the conflict between the Provisional Government and the Bolsheviks grew, Lenin feared the Provisional Government would setup a dictatorship.

(ii) in September 1917, Lenin started discussions for an uprising against the government. Bolshevik supporters in the arm Soviets and factories were brought together.

(iii) On 16th October, 1917, Lenin persuades the Petrograd Soviet and the Bolshevik Part to agree to a socialist seizure of power A Military Revolutionary Committee was appointed by the Soviet under Leon Trotsky to organize the seizure. The date of the event was kept a secret (iv) The uprising began on 24th October Sensing trouble, Prime Minister Kerensky had left the city to summon troops which later seize government offices and arrest ministers.

(v) In the years that followed, the Bolsheviks became the only party to participate in the elections to the All Russian Congress of Soviet which became the Parliament of the country.

In this, we can say that Russia became a one-party state.

Q. 5. What was the main change brought about by the Bolshevik immediately after the October Revolution Ans. The main changes brought about b the Bolsheviks immediately after the October Revolution were:

1. The Congress of Soviets on 8th November 1917 issued a proclamation to all peoples an belligerent states to open negotiations for a jus peace without annexation and indemnities Russia withdrew from the war, though form peace was signed with Germany later, after ceding the territories that Germany demanded as a price for peace.

2. Following the decree on land, the estate of the landlords, the church and the Tsar were confiscated and transferred to peasant’s societies to be allotted to peasant families to be cultivated without hired labor. 

3. A Declaration of the Rights of Peoples w issued conferring the right of self-determination upon all nationalities.

4. A new government called the Council of People's Commissioners, headed by Lenin was formed.

Q.6. Write a few lines to show what you know about :

(i)     Kulaks

(ii)    The Duma,

(iii)   Women workers between 1900 and 1930 (iv) The Liberals. 

Ans . (i) Kulaks: It was a name for well to do farmers of Russia. During the period of Stalin to develop modern farms, and run them along industrial lines with machinery, it was considered necessary to eliminate “Kulaks.

(ii) Duma: It was an elected consultative Parliament, which creation was allowed by the Tsar during the 1905 Revolution in Russia.

(iii) (a) Due to industrialization, women began to work in factories. On 22nd February 1917, many women became the leaders in organizing strikes in factories.

(b) This day came to be called as the International Women's Day.

(c) They joined trade unions and political Organizations. They helped the male workers in both revolutions - The February and October Revolution.

(d) After introduction of the new constitution in USSR the women workers were given equal political, social and economic rights.

(iv) The Liberals: (a) they wanted to change society and wanted a nation which was secular in nature. They also wanted to safeguard the rights of individuals against government.

(b) They believed in an elected parliamentary government but did not believe in Universal Adult Franchise. They believed only men of property should be given the right to vote.

(c) Women, according to them, should not be given the right to vote.

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    Class 9 Social Science students should refer to the following printable assignment in Pdf for India And Contemporary I Chapter 1 The French Revolution in Class 9. This test paper with questions and answers for Class 9 Social Science will be very useful for exams and help you to score good marks

  6. The French Revolution Class 9 Important Questions History Chapter 1

    The French Revolution Class 9 Important Questions Very Short Answer Type Questions Question 1. Who was the ruler of France during the revolution? Answer: Louis XVI of the Bourbon family was the ruler of France. Question 2. Name the three 'Estates' into which the French society was divided before the Revolution. Answer: The First Estate — Clergy

  7. CBSE Class 9 History The French Revolution Worksheet Set A

    Practice worksheets play an important role in developing an understanding of India and Contemporary I Chapter 1 The French Revolution in CBSE Class 9. Students can download and save or print all the printable worksheets, assignments, and practice sheets of the above chapter in Class 9 Social Science in Pdf format from studiestoday.

  8. The French Revolution Class 9 Notes History Chapter 1

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    The people revolted against the cruel regime of monarchy. This revolution put forward the ideas of liberty, fraternity, and equality. The revolution began on 14th July, 1789 with the storming of the fortress-prison, the Bastille. The Bastille was hated by all, because it stood for the despotic power of the king. The fortress was demolished.

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    12 February 2022. Class 9 SST Notes. The French Revolution Class 9 History Notes covers the questions like - causes of the French revolution, course of the French revolution, reign of terror, legacy of the French revolution. These comprehensive notes are given with proper headings to help students understand the sequence of events discussed ...

  13. NCERT Solutions for Class 9 History Chapter 1 The French Revolution

    The French Revolution proved to be the most important event in the history of the world : (i) The ideas of liberty and democratic rights were the most important legacy of the French Revolution. These ideas became an umpiring force for the political movements in the world in the 19th and 20th centuries. (ii) The ideas of liberty, equality and ...

  14. Assignment : The French Revolution

    View all FAQs on Assignment : The French Revolution - Class 9 1. What were the major causes of the French Revolution? Ans. The major causes of the French Revolution were the social inequalities prevailing in France, the financial crisis, and the political incompetence of King Louis XVI.

  15. NCERT Solutions For Class 9 History Social Science Chapter 1 French

    1. Describe the circumstances leading to the outbreak of revolutionary protest in France. Answer: When King Louis XVI was anointed as the new king, he found an empty treasury. Long years of war had drained the financial resources of France. On top of this, there was the cost of maintaining an extravagant court at the Palace of Versailles.

  16. Revision Notes for Chapter 1 The French Revolution Class 9 History

    French revolution started in 1789. The series of events started by the middle class shaken the upper classes. The people revolted against the cruel regime of monarchy. This revolution put forward the ideas of liberty, fraternity, and equality. • The revolution began on 14th July, 1789 with the storming of the fortress-prison, the Bastille.

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    It inspired the Germans, Italians, and Austrians to overthrow their oppressive regimes. The French Revolution inspired the struggling nations of Asia and Africa who were groaning under the oppression of European colonialism. Tipu Sultan and Rajaram Mohan Roy are two examples of individuals who responded to ideas coming from French revolution.

  19. CBSE Class 9 History The French Revolution Worksheet Set C

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  20. The French Revolution class 9 Notes Social Science

    CBSE Class 09 Social Science Revision Notes Chapter 1 The French Revolution. The French Society during the Late 18th Century. In 1774, Louis XVI, a 20 year young from Bourbon dynasty ascended the throne of France. He was welcomed by empty treasure.

  21. NCERT Solutions Class 9 History Chapter 1 French Revolution

    All the important themes related to the French Revolution are mentioned in the NCERT Solutions for Class 9 History Chapter 1 so that students find it easy to solve the textbook questions, which are most likely to be asked in the exam. NCERT Solutions Class 9 History Chapter 2 : Socialism in Europe and the Russian Revolution

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    Here we have given NCERT Solutions for Class 9 Social Science History Chapter 1 The French Revolution. Free PDF download of NCERT solutions for Class 9 Social Science (India and the Contemporary World - I) Chapter 1 - The French Revolution. All questions are explained by the expert Social Science teacher and as per NCERT (CBSE) guidelines.

  23. NCERT Solutions For Class 9 History The French Revolution

    B. Events and Effects of Revolution of October 1917: (i) As the conflict between the Provisional Government and the Bolsheviks grew, Lenin feared the Provisional Government would setup a dictatorship. (ii) in September 1917, Lenin started discussions for an uprising against the government. Bolshevik supporters in the arm Soviets and factories ...