class 9 history chapter 1 assignment with answers

NCERT Solutions for Class 9 History Chapter 1 Free PDF Download

Ncert solutions for class 9 history chapter 1 – french revolution.

NCERT Solutions for Class 9 History Chapter 1 PDF can be downloaded from this article. French Revolution is the chapter in which you will learn about the French Society, what is the role of women in the french revolution, how did slavery abolish in France. We will also learn about how France abolished the monarchy and became a republic.

It is important to know about the revolution around the world. Every student should be aware of all the concepts and topics. And that is why we recommend NCERT Solutions for Class 9 History Chapter 1. You can download it on the Toppr app for Android and iOS.

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CBSE Class 9 History Chapter 1 – French Revolution NCERT Solutions

This chapter will first introduce you to the french society of the eighteenth century, in which we will learn about the King Loius XVI and how society was divided into three estates – Workers, Middle Class, and Peasants. We will also see how an increase in population led to a food crisis and a subsistence crisis. Let us have a look at the sub-topics covered under this chapter. 

Sub-topics covered under NCERT Solutions for Class 9 History Chapter 1 

• 9.1 French Society During the Late Eighteenth Century
• 9.2 Growth of Middle Class
• 9.3 The Outbreak of the Revolution
• 9.4 France Became a constitutional Monarch
• 9.5 French abolishes Monarchy and Establishes Republic
• 9.6 Reign of Terror
• 9.7 Women role in France Revolution
• 9.8 Abolition of Slavery
• 9.9 The Revolution and Everyday Life

We will also see the role of women in the French Revolution. Women used to be laundresses, sold flowers, groceries, fruits, and more. But due to the reign of terror women’s uprising was banned by the government. Though, in 1946 they won their voting rights back.

In the last part of this chapter, we will see how the abolition of censorship was the most important step in the french revolution and the contributions of great leaders like Rajarammohan Roy and Tipu Sultan.

You can watch the detailed video lectures on this chapter on our app. We have also converted the chapters into interesting stories for students. The teaching technique of our teachers is very interesting and amazing. It helps you remember everything and understand difficult concepts easily. 

You can download NCERT Solutions for Class 9 History Chapter 1 PDF by clicking on the download button below

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Solved Questions For You:

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

Answer:  The circumstances leading to the outbreak of revolutionary protest in France were:

Social Inequality:  French society in the eighteenth century was divided into three estates namely The Clergy, The nobility and third estates which comprise peasants, officials and small business. It was only third estates that pay taxes. Clergy and nobility were exempt from taxes.

Subsistence Crisis:  The population of France also increased from 23 million in 1715 to 28 million in 1789. Foodgrains were now in great demand. Price of bread shot up. Wages did not keep pace with rising prices. This led to a subsistence crisis.

Economic Problems:  Long years of war had drained the financial resources of France. France had a debt of more than 2 billion lives. To meet its regular expenses, such as the cost of maintaining an army, the court, running government offices or universities, the state was forced to increase taxes.

Strong Middle Class:  The middle class emerged educated and wealthy during the eighteenth century. They believed that no group in society should be given privileges by birth. Ideas of equality and freedom were put forward by philosophers. The ideas of these philosophers were discussed intensively in salons and coffee houses and spread among people.

Immediate Causes:  On 5 may, 1789, Louis XVI called together an assembly of Estates General to pass proposals for new taxes. Third estates protested against this proposal but as each estate have one vote, the king rejected this appeal. They walked out of the assembly.

Question 2. Answer the following questions-

• Which group of French society benefited from the revolution?
• Which group were forced to relinquish power?
• Which section of the society would have been disappointed with the outcome of the revolution?
• The middle class or the richer members of the Third Estate consisting of merchants, traders, lawyers and rich peasants benefited the most from the French Revolution; feudal obligations were no longer to be honoured by the Third Estate. Tithes, the tax is given to the Church, were abolished.
• The clergy and nobility were the groups which were forced to relinquish power. Now they could not collect taxes and their lands were confiscated.
• The poorer sections of the third estate and women were disappointed with the outcome of the French revolution because their aspirations were not properly fulfilled, example women were not given voting rights. Poor men who did not have fulfilled property or who did not pay taxes were not allowed to vote.

Question 3. Draw up a list of democratic rights we enjoy today whose origins could be traced to the French Revolution.

We can trace the origin of the following democratic rights we enjoy today to the french revolution:

• Right to Equality
• Right to Freedom
• Freedom of Speech and expression
• Right against exploitations
• Right to justice

Question 4. Describe the legacy of the French Revolution for the people of the world during the nineteenth and twentieth centuries.

Answer.  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 nineteenth century, where feudal systems were abolished. 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 the French revolution.

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History Class 9 Chapter 1 The French Revolution – Notes & Study Material

Last Updated on May 6, 2024 By Mrs Shilpi Nagpal

NCERT Solutions for Social Science, Chapter 1 – The French Revolution

Other than Exercise Questions, we have included Activity Questions and Answers too from NCERT Books to make students understand History subject for Class 9 well. Here we have given NCERT Solutions for Class 9 Social Science for History Chapter 1 , The French Revolution , India and the Contemporary World – I . All answers to the questions are explained here by experienced teacher in the subject.

☛ Notes and Study Material – Chapter 1 The French Revolution

Page 5 Activity 1. Explain why the artist has portrayed the nobleman as the spider and the peasant as the fly?

Answer The spider feeds on the fly, whereas the fly does hard labour for finding its food. Similarly, in 18th century, France, the nobles lived off the labour of the peasants. The social reality of the time was that peasants had to pay feudal dues as well as rendering services for the nobles.

Page 6 Activity  1.  Fill in the blank boxes in Fig. 4 with appropriate terms from among the following: Food riots, scarcity of grain, increased number of deaths, rising food prices, weaker bodies.

Activity 1. What message is Young trying to convey here? Whom does he mean when he speaks of ‘slaves? Who is he criticising? What dangers does he sense in the situation of 1787?

Answer Young is conveying the message that any social system based on injustice will not last long and its consequences can be disastrous for the exploiters. The ‘slaves’ mentioned by him are the peasants, servants and landless sharecroppers, who were the underprivileged and deprived sections of French society at that time. He is criticizing the complete social system and particularly the noblemen and the clergy. The danger sensed by him is violence from the underprivileged sections on the noblemen and their families.

Page 8 Activity 1. Representatives of the Third Estate take the oath raising their arms in the direction of Bailly, the President of the Assembly, standing on a table in the centre. Do you think that during the actual event Bailly would have stood with his back to the assembled deputies? What could have been David’s intention in placing Bailly (Fig.5) the way he has done?

Answer  No, during the actual event, Bailly would not have stood with his back to the assembled deputies. The artist was actually trying to show that the Constitution framed in 1791, after the 1789 revolution, had ‘turned its back’ on the aspirations of the peasants, workers and women, instead of meeting them. Despite the Declaration of Rights of Man and Citizen, the right to vote and stand for election remained with the rich and propertied class. The others were just passive citizens.

Page 13 Activity 1. Identify the symbols in Box 1 which stand for liberty, equality and fraternity.

Answer  Liberty : The broken chain and the Phrygian cap.

Equality : The winged woman and the Law tablet.

Fraternity : The bundle of rods or fasces and Blue-white-red.

Page 13 Activity 2. Explain the meaning of the painting of the Declaration of Rights of Man and Citizen by reading only the symbols.

Fig.8 – The Declaration of the Rights of Man and Citizen, painted by the artist Le Barbier in 1790. The figure on the right represents France. The figure on the left symbolises the law.

Answer  The figure symbolises the right to liberty, property, equality, etc enshrined in the new Constitution of France. The figure on the right symbolises the law. The law tablet signifies equality before the law for all.

Page 13 Activity 3. Compare the political rights which the Constitution of 1791 gave to the citizens with Articles 1 and 6 of the Declaration (Source C). Are the two documents consistent? Do the two documents convey the same idea?

The Declaration of Rights of Man and Citizen

1) Men are born and remain free and equal in rights.

2) The aim of every political association is the preservation of the natural and inalienable rights of man; these are liberty, property, security and resistance to oppression.

3) The source of all sovereignty resides in the nation; no group or individual may exercise authority that does not come from the people.

4) Liberty consists of the power to do whatever is not injurious to others.

5) The law has the right to forbid only actions that are injurious to society.

6) Law is the expression of the general will. All citizens have the right to participate in its formation, personally or through their representatives. All citizens are equal before it.

7) No man may be accused, arrested or detained, except in cases determined by the law.

8) Every citizen may speak, write and print freely; he must take responsibility for the abuse of such liberty in cases determined by the law.

9) For the maintenance of the public force and for the expenses of administration a common tax is indispensable; it must be assessed equally on all citizens in proportion to their means.

10) Since property is a sacred and inviolable right, no one may be deprived of it, unless a legally established public necessity requires it. In that case a just compensation must be given in advance.

Answer  The two documents are consistent and convey the same idea that human beings are born equal and all citizens are equal before the law. However, the Constitution of 1791 did not give practical shape to these ideas.

Page 13 Activity 4. Which groups of French society would have gained from the Constitution of 1791? Which groups would have had reason to be dissatisfied? What developments does Marat (Source B) anticipate in the future?

The revolutionary journalist Jean-Paul Marat commented in his newspaper L’Ami du pelople (The friend of the people) on the Constitution drafted by the National Assembly.

The task of representing the people has been given to the rich the lot of the poor and oppressed will never be improved by peaceful means alone. Here we have absolute proof of how wealth influences the law. Yet laws wi II last only as long as the people agree to obey them. And when they have managed yoke of the aristocrats, they will do the same to the other owners of wealth’.

Source  :  An extract from the newspaper L’Ami du Peuple.

Answer  Only some members of the Third Estate, who were rich and propertied, would have gained from this Constitution. Members of the First and Second Estates would have been Dissatisfied as their privileges were abolished and they had to pay taxes.

Marat anticipates another revolution in which the poor will rebel against the rich persons of the Third Estate and overthrow them, just like they had done the noblemen and clergy.

Page 13 Activity 5. Imagine the impact of the events in France on neighbouring countries such as Prussia, Austria-Hungary or Spain, all of which were absolute monarchies. How would the kings, traders, peasants, nobles or members of the clergy here have reacted to the news of what was happening in France?

Answer The kings, nobles, clergy and other privileged sections of these countries would become fearful that what has happened in France can happen in their country also. The peasants would welcome the developments in France and sympathise with the peasants and underprivileged sections of that country.

Page 15 Activity 1. Look carefully at the painting and identify the objects which are political symbols you saw in Box 1 (broken chain, red cap, fasces, Charter of the Declaration of Rights). The pyramid stands for equality, often represented by a triangle. Use the symbols to interpret the painting. Describe your impressions of the female figure of liberty.

This is one of the rare paintings by a woman artist. The revolutionary events made it possible for women to train with established painters and to exhibit their works in the Salon, which was an exhibition held every two years.

The painting is a female allegory of liberty-that is, the female form symbolises the idea of freedom.

Answer The scroll in the right hand of the woman symbolises the Declaration of Rights of Man and Citizen. The pyramid in the background stands for equality, as all the three sides of a pyramid are equal. The left hand holding aloft the red cap symbolises the torch of freedom. The female figure of liberty symbolises the equality of women and men.

Page 16 Activity 1.Compare the views of Desmoulins and Robespierre. How does each one understand the use of state force? What does Robespierre mean by ‘the war of liberty against tyranny? How does Desmoulins perceive liberty? Refer once more to Source C. What did the constitutional laws on the rights of individuals lay down? Discuss your views on the subject in class.

10) Since property is a sacred and inviolable right, no one may be deprived of it, unless legally established public necessity requires it. In that case a just compensation must be given in advance.

Answer Robespierre felt that use of terror by a democratic government was justified, as it preserved the ideals of the revolution. However, Desmoulins sees liberty as freedom to do anything which is based on principles of equality, reason and justice without being injurious to others. Robespierre saying, ‘the war of liberty against tyranny’ meant that they should kill the enemies of the republic both in France and outside France.

Desmoulins perceives liberty as laid down in the Declaration of Rights, i.e. it is happiness, reason, equality and justice. The constitutional laws on the rights of individuals laid down the rights of liberty, equality, property, security and resistance to oppression.

Page 18 Activity 1. Describe the persons represented in Fig their actions, their postures, the objects they are carrying. Look carefully to see whether all of them come from the same social group. What symbols has the artist included in the image? What do they stand for? Do the actions of the women reflect traditional ideas of how women were expected to behave in public? What do you think: does the artist sympathise with the women’s activities or is he critical of them? Discuss your views in the class.

Fig.12 – Parisian women on their way to Versailles. This print is one of the many pictorial representations of the events of 5 October 1789, when women marched to Versailles and brought the king back with them to Paris.

Answer They are all women and belong to the same social group, i.e. the underprivileged. The agricultural implements in their hands confirm that they are peasants. The clothes also show their poverty. The symbol of justice held by one woman depicts that they are striving for it. The woman on the horse symbolises power and strength. The drum symbolises that they are proclaiming their march to all concerned.

Here the actions of the women do not reflect the traditional ideas of how women should publicly behave. The artist definitely sympathises with the activities of the women.

Page 20 Activity 1. Compare the manifesto drafted by Olympe de Gouges (Source F) with the Declaration of the Rights of Man and Citizen (Source C).

Some of the Basic Rights Set Forth in Olympe de Gouges’ Declaration

1) Woman is born free and remains equal to man in rights.

2) The goal of all political associations is the preservation of the natural rights of woman and man: These rights are liberty, property, security, and above all resistance to oppression.

3) The source of all sovereignty resides in the nation, which is nothing but the union of woman and man.

4) The law should be the expression of the general will; all female and male citizens should have a say either personally or by their representatives in its formulation; it should be the same for all. All female and male citizens are equally entitled to all honours and public employment according to their abilities and without any other distinction than that of their talents.

5) No woman is an exception; she is accused, arrested, and detained in cases determined by law. Women, like men, obey this rigorous law.

Answer The manifesto drafted by Olympe de Gouges mentions women and equality throughout its text, mentioning women first in all places. The Declaration of the Rights of Man and Citizen does not mention women at all, it only talks about men.

Page 20 Activity 2. Imagine yourself to be one of the women in Fig. Formulate a response to the arguments put forward by Chaumette (Source G).

Fig.13 – Women queuing up at a bakery.

Answer The arguments given by Chaumette are not justifiable. He has mentioned only the biological role of women. As individuals, women have equal rights to men and so they must be treated equal to men. They would, of course, continue their traditional roles like bearing and nurturing children, feeding them, etc, but women are equally capable as men to carry out the other duties of human beings also.

Page 21 Activity 1.Record your impressions of this print. Describe the objects lying on the ground. What do they symbolise?What attitude does the picture express towards non-European slaves?

Fig. 14 The Emancipation of Slaves. This print of 1794 describes the emancipation of slaves. The tricolour banner on top carries the slogan: The rights of man’. The inscription below reads: “The freedom of the unfree’. A French woman prepares to ‘civilise’. the African and American Indian slaves by giving them European clothes to wear.

Answer This print symbolises the superior feeling of French people towards slaves from Africa and the Caribbean. The French thought that these people were uncivilized. The slogans represent the fact that the former slaves will have equal rights to the European settlers, now that the slaves are free.

The objects lying on the ground are European clothes, symbolising the superior culture of Europe compared to that of the slaves. This expresses the racial and condescending attitude of the French towards the slaves.

Page 22 Activity 1. Describe the picture in your own words. What are the images that the artist has used to communicate the following ideas: greed, equality, justice, takeover by the state of the assets of the Church.

Answer Greed is symbolised by the fat clergyman on the left. The two men accompanying him symbolise government officials who have taken over the assets of the Church. The fat reducing press in the middle symbolises justice. The man and woman on the right symbolise equality. The whole picture depicts what the revolution stood for.

Page 24 Exercise Question 1. Describe the circumstances leading to the outbreak of revolutionary protest in France. Answer The circumstances which led to the outbreak of revolutionary protest in France were a combination of social, economic, political and  intellectual circumstances. These are discussed below :

(i) Social : The social order consisted of many inequalities. The privileged classes were the clergy and noblemen, the First and Second Estate respectively. They were exempt from paying taxes.The rest of the citizens belonged to the Third Estate and constituted the majority of the population. They did not have any political rights or social status, but paid all the taxes. So, they were very discontented.

(ii) Economic : There was a financial crisis as the king’s treasury was empty. The king’s luxurious style of living and involvement in wars had made France very poor. There was no money to feed the poor when there was a bad crop.

(iii) Political : The king ruled like an autocrat and the people had no voice in any decisions. The Estates General (French Parliament) had not been convened for many years. The administration was inefficient, corrupt and disorganised.

(iv) Intellectual : At that time a number of philosophers refuted the theory of the divine right of kings to rule. They proclaimed a doctrine of sovereignty of the people and equality of all men. They stoked the fires of discontent by exposing the evil actions of the king and nobility.

Page 24 Exercise Question 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 The middle class or the richer members of the Third Estate consisting of merchants, traders, lawyers and rich peasants benefited the most from the French Revolution; feudal obligations were no longer to be honoured by the Third Estate. Tithes, the tax given to the Church, were abolished.

The clergy and the nobility were the groups which were forced to relinquish power, how they were forced to give up their privilege e.g., the how could not collect taxes and its lands were confiscated.

The poorer sections of the third estate and women were disappointed with the outcome of the French Revolution because their aspirations were not properly fulfilled, e.g., women were not given voting rights. Poor men who did not have fulfilled property or who did not pay taxes were not allowed to vote.

Page 24 Exercise Question 3. Describe the legacy of the French Revolution for the peoples of the world during the 19th and 20th centuries.

Answer (i) The legacy of the French Revolution for the peoples of the world during the nineteenth and twenteeth centuries was as follows.

(ii) Ideas of equality and democratic spread from France to other European countries and feudalism was abolished.

(iii) Colonial people reworked the idea of freedom from bondage into their movements to create sovereign nation states.

(iv) It was the first movement to adopt the ideals of liberty, equality and fraternity.

(v) The declaration of the Rights of Man and Citizen gave rights such as right to life, freedom of speech, equality before law, etc.

(vi) Women were given many rights. They could not be forced to marry against their will, divorce was made legal, schooling was made compulsory and they could train for jobs.

Page 24 Exercise Question 4. Draw a list of democratic rights we enjoy today whose origins could be traced to the French Revolution.

Answer Democratic rights that we enjoy today whose origins can be traced to the French Revolution are

(i) Right to Equality

(ii) Right to Freedom

(iii) Right to Assemble and Form Unions

(iv) Right to Freedom of Expression

Page 24 Exercise Question 5. Would you agree with the view that the message of universal rights was beset with contradictions Explain.

Answer The message of universal rights was beset with contradictions.Many ideals in the “Declaration of Rights of Man and Citizen” were not clear in their meanings. e.g.,

(i) “The law has the right to forbid only actions injurious to society” did not mention about criminal offences against other individuals.

(ii) The declaration stated that “law is the expression of the general will.All citizens have the right to participate in its formation…All citizens are equal before it”. However, France became a Constitutional Monarchy, but still millions of citizens (men under the age of 25 and women) were not allowed to vote at all.

This was in striking contrast to the ideals that the revolution espoused. When the Jacobins assumed power, they had very harsh policies and so the wealthier middle classes became powerful. The political instability of such regimes ultimately made Napoleon the Monarch of France.

Page 24 Exercise Question 6. How would you explain the rise of Napoleon?

Answer France was ruled by the Directory, an executive made up of five members.

(i) However, the Directors often clashed with the Legislative Councils, who then sought to dismiss them.

(ii) The political instability of the Directory paved the way for the rise of a military dictator, Napoleon Bonaparte.

(iii) After crowning himself as Emperor of France in 1804, he went out to conquer the neighbouring European countries, dispossessing dynasties and creating kingdoms where he placed members of his family.

(iv) Initially, he was viewed as a liberator who would bring freedom to the people, but soon the Napoleonic armies came to be viewed every where as an invading force.

About Mrs Shilpi Nagpal

Author of this website, Mrs. Shilpi Nagpal is MSc (Hons, Chemistry) and BSc (Hons, Chemistry) from Delhi University, B.Ed. (I. P. University) and has many years of experience in teaching. She has started this educational website with the mindset of spreading free education to everyone. In addition to this website, author also has a Youtube channel, here is the link Class Notes Youtube Channel

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NCERT Solutions for Class 9 History Chapter 1 The French Revolution

NCERT Solutions for Class 9 Social Science History Chapter 1 The French Revolution contain answers to the textbook exercise questions. The NCERT solutions are easy and accurate that helps with the questions asked in the examinations. These solutions cover all the questions of the chapter in detail. NCERT Solutions for Class 9 Social Science History Chapter 1 are prepared by our subject experts in very easy language. All our solutions are updated as per the latest CBSE Syllabus and Guidelines.

Class 9 Social Science History Chapter 1 NCERT Solutions

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

Answer: Following are some of the causes which had a cumulative effect to result in a revolution in France:

• The war with Britain for an independent America:  This war led to mounting debt on the French monarchy. This necessitated the imposition of new taxes on the public.
• Privilege based on birth:  People got privileges and position based on their lineage not on their merit. This led to resentment among common people.
• Concentration of power among the privileged:  People belonging to the first and estate had all the power and money. Masses were at the mercy of this class.
• Subsistence Crisis:  Rising population and less grain production resulted in the demand-supply gap of bread, which was the staple diet. Wages did not keep pace with rising prices. It was becoming difficult for people.
• Growing Middle Class:  Because of increased overseas trade a new class emerged class was wealthy not because of birth but because of its ability to utilize People of the middle class started raising their voice for an end to based on lineage.

All of this led to a general sense of resentment among people. Certain thinkers of the period spread awareness through various media. Some from the privileged classes also advocated a switch to democracy. So, finally, there was a revolution in France.

Question 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: Merchants, lawyers, peasants etc who were categorised into the third estate were most benefited from the revolution.The first and second estate people were forced to relinquish power. As these people have lost all their privileges were 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.

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

Answer: 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 nineteenth century, where feudal systems were abolished. Further these ideas spread to different colonies of the European nations. Colonised people interpreted and moulded these ideas according to respective needs. This was probably like seed for an end of colonization in many countries. By the mid of 20th century major part of the world adopted democracy as the preferred mode of rule and the French Revolution can be termed as the initiation point for this development.

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

Answer: The following fundamental rights, given in the Indian constitution can be traced to the French Revolution:

• The right to equality
• The right to freedom of speech and expression
• The right to freedom from exploitation
• The right to constitutional remedies

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

Answer:  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.

Question 6: How would you explain the rise of Napoleon?

Answer: After France became a republic in 1792, the then ruler, Robespeirre, gave more privileges to the wealthier section of society. Further, he was a sort of autocrat himself. This led to reign of terror for the following many years. After Robespeirre’s rule came to an end a directory was formed to avoid concentration of power in one individual. Members of the directory often fought among themselves leading to total chaos and political instability. This created a political vacuum in France. This was a conducive situation and Napoleon Bonaparte took the reign of power as a military dictator.

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NCERT Solutions for Class 9 History Chapter 1 The French Revolution

• 9th February 2024

NCERT Solutions for Class 9 Social Science History Chapter 1 The French Revolution are prepared by expert teachers. These solutions contain answers to all the exercise questions provided in the History (India and the Contemporary World – I) textbook.

Class 9 History The French Revolution Questions and Answers

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

Answer: The outbreak of revolutionary protest in France was primarily triggered by deep financial crises. The monarchy spent too much on wars and luxury. French society in the eighteenth century was divided into three estates namely The Clergy, The nobility and the third estates. This financial strain led to increased taxes and economic hardship for the Third Estate, which comprised the majority of the population. Many people were hungry and angry because bread was expensive and there were not enough jobs. Ideas about freedom and equality from the Enlightenment and the American Revolution made people want change. King Louis XVI’s attempt to impose additional taxes on the third estates sparked outrage. They stormed a prison called the Bastille on July 14, 1789, leading to widespread violence, and marking the start of the French Revolution.

Question 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: The group that benefited from the French Revolution primarily was the Third Estate. The third estate consisted of Peasants, artisans, Small peasants, landless labourers, servants, big businessmen, merchants, court officials, lawyers etc. The nobility and clergy, who formed the First and Second Estates respectively, were forced to relinquish power, losing their privileges, exemptions from taxes, and feudal rights. As these people had lost all their privileges, they were disappointed with the outcome of the revolution. Women, despite playing a significant role in the revolution did not gain equal political rights, which led to disappointment and continued struggle for rights.

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

Answer: The ideas of liberty and democratic rights were the most important legacy of the French Revolution. These ideals spread from France to the rest of Europe, leading to the abolition of feudal systems and influencing the push for democratic reforms. It inspired the Germans, Italians, and Austrians to overthrow their oppressive regimes. The French Revolution inspired the struggling nations of Asia and Africa that were groaning under the oppression of European colonialism. Figures like Tipu Sultan and Raja Rammohan Roy were inspired by these ideas, integrating them into their own struggles against colonialism and social reform.

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

Answer: The following fundamental rights, given in the Indian constitution can be traced to the French Revolution:

• Right to equality
• Right to liberty
• Right to Property
• Freedom of speech and expression
• The right to freedom from exploitation
• The right to constitutional remedies

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

Answer:  Yes, the idea of universal rights during the French Revolution had contradictions. Women were disappointed that the Constitution of 1791 reduced them to passive citizens and left them out of the basic rights that were promised. Olympe de Gouges highlighted this contradiction by drafting the Declaration of the Rights of Woman and Citizen, pointing out the Revolution’s failure to include women in its promise of equality. Additionally, while the Revolution led to the abolition of slavery in French colonies in 1794, this measure was short-lived, and Napoleon reintroduced slavery in 1802. So, while the Revolution had big ideas about rights for all, it didn’t make those rights real for everyone right away.

Question 6: How would you explain the rise of Napoleon?

Answer: After the French Revolution, France was in chaos and needed strong leadership. Napoleon was a great general who became very popular because he won many battles. When the government, called the Directory, wasn’t doing a good job, Napoleon took the chance to take over. In 1799, he made himself the boss in a quick move called a coup. Because he was good at making decisions and had strong control, he made himself Emperor in 1804. People liked him because they wanted the country to be stable and strong again after so much trouble from the Revolution.

Napoleon’s rise can be explained by the political instability and turmoil that France experienced during and after the French Revolution. After the fall of the Jacobin government, the wealthier middle classes seized power through a new constitution. They denied votes to the lower class of society and established the Directory, an executive made up of five members. However, the Directors often clashed with the legislative councils, leading to political instability. This environment paved the way for Napoleon Bonaparte, a military dictator, to rise to power. Napoleon crowned himself Emperor of France in 1804 and set out to modernize Europe, introducing laws like the protection of private property and a uniform system of weights and measures. Initially, many saw him as a liberator who would bring freedom to the people, but his armies were soon viewed as an invading force. Despite his eventual defeat at Waterloo in 1815, many of his measures that carried revolutionary ideas had a long-lasting impact on Europe.

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NCERT Solutions for Class 9 History Chapter 1 The French Revolution

Here, we have provided NCERT Solutions for Class 9 History Chapter 1. Students can view these NCERT Solutions for Class 9 History Chapter 1 The French Revolution before exams for better understanding of the chapter.

February 29, 2024

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NCERT Solutions for Class 9 History Chapter 1: Here are some resources about the French Revolution to aid students in their studies and exam preparation for the CBSE. During the French Revolution, the monarchy was removed and took over as rulers. The Revolution lasted from 1789 to the late 1790s.

The French people were split up into social classes known as “Estates” before the start of the French Revolution. Following the French Revolution, the social and political landscape in France underwent a radical transformation.

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NCERT Solutions for Class 9 History Chapter 1 PDF

History chapter 1 for class 9 consists of every idea about the French Revolution, making it easier for students to answer textbook questions. Questions from the NCERT textbook may be included in the CBSE exam. Below is the NCERT Solutions for Class 9 History Chapter 1 PDF –

NCERT Solutions for Class 9 History Chapter 1

Below we have provided NCERT Solutions for Class 9 History Chapter 1 for students to help them understand the chapter better and to score good marks in their examination.

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 percent 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 the cost of maintaining an army, the court, governmental offices, and Universities were increasingly becoming difficult. Raising taxes did not suffice, because 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 laborers 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.

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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 labor, 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 estates.

These people had enjoyed certain privileges by birth. With the revolution, the people in the 1st and 2nd estates 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. Colonized 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.

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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 of 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, resistance to oppression. In the formulation of laws, women did not have any representation. Women were not entitled to all the honors 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 neighboring countries by waging wars against them. He saw himself as a modernizer 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.

NCERT Solutions for Class 9 History Chapter 1 FAQs

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

the first chapter of grade 9 history textbook is the french revolution. The French revolution was a milestone episode in modern European history. it began in the year 1789 and ended in the late 1790s with the rise of Napoleon Bonaparte.

The French Revolution is the first chapter in the NCERT Class 9 Social Science.

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NCERT Solutions for Chapter 1 The French Revolution Class 9 History

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The French Revolution Class 9 Notes History Chapter 1 - FREE PDF Download

CBSE Class 9 History Chapter 1 notes are carefully prepared by expert teachers who have years of experience in teaching Social Science. These The French Revolution Class 9 notes are easy to understand, comprehensive, and good study material to refer to before the board exams. Students can download History Class 9 Chapter 1 notes in free PDF format to study offline as well.

Access Social Science Class 9 History Chapter 1 Notes – The French Revolution

Before the french revolution.

Before the French revolution, the French territories and society were like an ancient regime. They had feudal lords who had taken over the political system of the country. The French society was divided into three Estates. They were the clergy, the nobility and the peasants and workers. The upper two estates were closer to the royals and hence received favours easily. The others had to pay multiple taxes and had a life of suffering.

The Initial Stage of the Revolution

When King Louis XVI sat on the throne, the financial condition of France was horrible.

The king decided to convene the Estates-General to put more taxes upon the citizens on the Finance Minister’s advice.

The votes of the Estate General used to happen on a per Estate basis.

The people of the Third Estate demanded that the votes should happen on a per head basis.

The King did not agree with such a proposal so the representatives of the Third Estate walked out of the assembly.

The Tennis Court Oath

The representatives of the Third Estate formed a National Assembly where they tried to draft a constitution that would limit the powers of the monarchy. The King and the Clergy ultimately conceded to the National Assembly. The legislative powers then shifted from the hands of the King to the National Assembly.

The newly created Legislative Assembly was divided into various political groups.

The Constitutionalists

The Republicans (The Girondins and The Jacobins)

The Rise of The Jacobins

Due to war, France faced havoc. The Girondins lost power and the Jacobins became the rulers. They declared France a Republic but it lost its value when they turned into tyrants. It was a brutal period of terror that the French had to face. Their leader, Robespierre was killed in 1794.

The Rise of The Middle Class

The middle class became powerful in the National Convention after the Jacobins left power.

The National Convention again created a new constitution.

Now, the Legislative Assembly has become bicameral.

There were 5 directors in the Executive.

Two-thirds of the members were from the National Convention.

The public did not receive it well and attacked the convention in 1795.

Napoleon, who stopped this attack later became the commander in chief of the French Army and also the supreme leader of France in 1799.

List of Important Dates and Years Related to The French Revolution Class 9 Notes

French revolution class 9 notes - interesting facts.

The French Revolution was a significant event in history that brought about radical political and social changes in France during the late 18th century. Here are some interesting facts about the French Revolution:

The French Revolution began on July 14, 1789, with the storming of the Bastille prison in Paris. This event is considered a symbol of the revolution and is celebrated as Bastille Day in France.

The French Revolution was fueled by ideas of the Enlightenment, such as liberty, equality, and fraternity. It aimed to overthrow the absolute monarchy and establish a more democratic government.

The Reign of Terror, which lasted from 1793 to 1794, was a period of intense violence and political repression during the French Revolution. It resulted in the execution of thousands of people, including King Louis XVI and Queen Marie Antoinette.

The French Revolution introduced the metric system, which is still widely used today. It was implemented to standardize measurements and facilitate trade and communication.

During the revolution, the French calendar was also changed. The Gregorian calendar was replaced with the French Republican Calendar, which had a ten-day week and new names for the months.

The French Revolution had a profound impact on the arts and culture. It gave rise to revolutionary ideals in literature, music, and visual arts, with artists and writers expressing their support or criticism of the revolution through their works.

Napoleon Bonaparte, a military general who rose to power during the revolution, eventually became the Emperor of France. His rule marked the end of the revolution and the beginning of the Napoleonic era.

The French Revolution inspired similar movements in other countries, spreading the ideals of liberty, equality, and nationalism throughout Europe and beyond.

Women played a significant role in the French Revolution. They actively participated in political clubs, marched on Versailles to demand bread, and advocated for their rights through pamphlets and petitions.

The French Revolution had a long-lasting impact on the political landscape of Europe. It led to the rise of nationalism, the spread of revolutionary ideas, and the eventual downfall of monarchies in various countries.

Benefits of Referring to Vedantu's History Class 9 Chapter 1 notes PDF

Here are some benefits of referring to Vedantu's Class 9 French Revolution notes:

History Class 9 chapter 1 notes PDF are designed to summarize key points from the chapter, helping you grasp the main ideas of the French Revolution efficiently.

The French Revolution class 9 short notes provided by Vedantu are likely created by subject expert teachers familiar with the curriculum and student needs. 

The history class 9 chapter 1 notes PDF highlights the important concepts and exam-relevant information.

The French Revolution class 9 notes follow the structure of the chapter, making it easier to revise and link concepts together.

Vedantu's class 9 history chapter 1 notes includes additional explanations or examples that go beyond the textbook, providing a deeper understanding.

The French Revolution class 9 short notes are likely tailored to the specific CBSE curriculum, ensuring they cover the required topics for exams.

Vedantu's class Class 9 history chapter 1 notes are a valuable supplement to your textbook, helping you learn effectively and prepare well for tests on the French Revolution.

Download CBSE Class 9 History Notes 2024-25 PDF

Also, check CBSE Class 9 Chapter wise History notes PDF from the table below:

The CBSE Class 9 History Chapter 1 notes - The French Revolution , available as a free PDF download, offer a comprehensive and insightful exploration of one of the most significant events in world history. This chapter delves into the causes, key events, and consequences of the French Revolution, providing a deeper understanding of its impact on society, politics, and human rights.

The French Revolution class 9 notes begin by introducing the historical context that led to the outbreak of the French Revolution. They cover the social, economic, and political factors that contributed to the discontent among the French population and the call for change.

Moreover, the French Revolution Class 9 Notes CBSE History Chapter 1 provide an in-depth analysis of the major phases and events of the revolution, including the storming of the Bastille, the rise of the Jacobins, the Reign of Terror, and the rise of Napoleon Bonaparte. Through these events, students gain insights into the power struggles, ideologies, and conflicts that shaped the course of the revolution.

FAQs on CBSE Class 9 History Chapter 1 Notes - The French Revolution

1. What is the French Revolution according to Chapter 1 of Class 9 History?

The French Revolution, also known as the Revolution of 1789, took place in France and did not end until 1799. It was an overthrow of the French monarchy by the population due to the political, economical, and social inequalities creating differences. One important event that took place as a part of the French Revolution is the Razing of the Bastille. An important law that was brought into practice as the revolution took place was the abolition of censorship. 

2. What were the main causes of the French Revolution according to Chapter 1 of Class 9 History notes?

According to the Class 9 History Chapter 1 notes, the following were the main causes that lead to the evoking of the French Revolution:

War against Britain to help America achieve independence

Privileges provided based on birth

The concentration of power among the privileged citizens

Subsistence crisis due to the rising population

Growing middle-class population taking a stand for themselves.

Students can find detailed explanations for these causes in the CBSE Class 9 History Chapter 1 Notes - The French Revolution part-1.

3. Where can I find Class 9 History Chapter 1-French Revolution notes?

Notes provided by subject experts at Vedantu are just the right source for you if you are looking for revision notes that are well-explained, accurate, and thorough with each detail from the chapter. Students can access and download the revision notes for Class 9 History Chapter 1 - French Revolution in PDF form free of cost. The notes are available on Vedantu ’s website and mobile app. These notes are also available in the Hindi medium.

4. What are the topics covered in Class 9 History Chapter 1 notes?

The Class 9 History Chapter 1 Revision Notes have been designed to cover each topic that is provided in the NCERT. 

The following is a list of thoroughly explained topics that are a part of Chapter 1:

Pre-revolution period

The initial events

The Razing of the Bastille

The Entry of Jacobins

The Rise of Jacobins

The Rise of the Middle Class

The End of the French Revolution

5. Explain the three estates as discussed in Class 9 History Chapter 1.

As explained in Class 9 History Chapter 1 revision notes, the French society had been divided into three estates. The first estate was made up of the clergy, the second of the nobility, and the third consisted of everyone else i.e. the common population. The first two estates were considered as privileged as they barely paid any taxes and yet owned most of the land. While the third estate had to provide services to the first two estates and pay a variety of taxes as well.

6. Why were women disappointed with the French Revolution?

The new French Constitution considered women as passive citizens and there were no rights for the women. The political clubs of the females were also banned. So, they were disappointed with the Revolution.

7. Can you list some of the democratic rights that we enjoy today that have their origins rooted in the French Revolution?

Here are the democratic rights that have their origin in the French Revolution:

Election of leaders and representatives

Equality before law

Right to Freedom

Right to Personal Liberty

8. How was the message of the Universal Rights contradictory in nature?

The Declaration of Rights announced that all men were equal in the eyes of law. But the right to vote was granted only to those men who could pay taxes equal to three days’ wages. The women and non-tax-paying men were deemed, passive citizens. Thus, a large number of citizens became passive and could not vote making the Universal rights contradictory. So, in a way, the Universal Rights were not universal in nature.

9. What was the contribution of the French Philosophers to the French Revolution?

The French philosophers had little to do with the French Revolution. They are remembered today only for their ideas which planted the seeds of revolution into the mind of the people.

STUDY MATERIALS FOR CLASS 9

NCERT Solutions For Class 9

NCERT Solutions for Class 9 Social Science History Chapter-1 The French Revolution Questions and Answers

NCERT Solutions for Class 9 Social Science History Chapter 1 – The French Revolution provide comprehensive and insightful answers to the key questions revolving around this transformative period in history.

Ch 1 History Class 9 The French Revolution Social Science Questions and Answers

Q1). Describe the circumstances leading to the outbreak of revolutionary protest.

Ans- The circumstances leading to the outbreak of revolutionary protest in France work are -:

(i). The new king found an empty treasury.

(ii). Long years of war had drained the financial resources of France.

(iii). Lenders began to charge 10 % interest on loans.

(iv). the cost of maintaining an army the state was forced to increase taxes.

(v). the French society was divided into three estates.

(vi). Only the members of the third estate paid taxes.

(vii). The members of the first two were exempt from paying taxes to the estate.

(ix). The church too extracted its share of taxes.

(x). A number of indirect taxes were lived on articles of consumption like salt or tobacco.

(xi). Taxes was by the third estate alone.

Q2). 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?

Ans- (i). Groups Beneficial for revolution work are peasants, partitions, small peasants, landless labour, servants, slaves, lawyers, doctors and workers.

(ii). Groups which were forced to relinquish power are people of the first estates (novel) and people of the second estate (clergy).

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Q3). Describe the legacy of the French Revolution for the people of the world during the nineteenth and twentieth century?

Ans- (i). The ideas of liberty and democratic rights were the most important Legacy of the French Revolution.

(ii). This friend from France to the rest of Europe during the 19th century feudal systems were abolished.

(iii). Colonised people reworked the idea of freedom from bandages into their movements.

(iv). Tipu Sultan and Ram Mohan Roy to the ideas conveyed from Revolutionary France.

Q4). Draw up a list of Democratic rights we enjoy today whose origins could be traced to the French Revolution?

Ans- The rights which we enjoyed today are –

(i). Right to freedom of speech ( Express expression in assembly to form movement.

(ii). Right to Equality – (gender, caste and religion).

(iii). Right to Vote – (Universal adult franchise).

(iv). Right to life.

(v). Rule of law.

(vi). Right to property etc.

Q5). Would you agree with the view that the message of universal rights was beset with contradictions? Explain.

Ans: Yes, the message of universal rights was definitely beset with contradictions because the rights were given only to the males in the society. In fact, initially, the women were ignored completely and regarded as passive citizens.

Also, not every citizen has the right to vote (eg. women). Slavery existed in the France until the 19th century.

Although a lot was done, but a lot of improvement was left. due to which the French Constitution has been changed multiple times since the Revolution.

Q6). How would you explain the rise of Napoleon ?

Ans- (i). After the fall of the Jacobin government allowed the weather is middle classes to seize power.

(ii). A new constitution was introduced.

(iii). Ended the vote for a non-properties section of society.

(iv). It provided for two elected and legislative councils.

(v). This then appointed a directory executive made up of five members.

(vi). This was meant as a safeguard against the concentration of power.

(vii). The political instability of the directory proved the way for rising military director Napoleon Bonaparte.

History Chapter 1 – Class 9 Extra questions

Q1). How was the system of estates in French society organised?

Ans- First and second estates-:

• They were clergy Noble people.
• 60% of the land was owned by novels Church and rich people.
• They enjoyed privileges by birth.
• They were excited about paying taxes.
• Peasants had to render tear services.

Third estates-:

• There were three categories big businessmen emergent lawyers etc.
• Peasant and artisans.
• Small peasant landless labour and servant etc.
• Peasants were 90% of the population.
• Taxes were paid by third estates only.
• They had to pay direct and indirect taxes on partitions of everyday use.

Q2). Do stance species excuses in France during old required?

Ans- (i). The population of France rows from 23 million to 28 billion.

(ii). This led to a rapid increase in the demand for food grains.

(iii). Production of grain could not keep pace with the demand.

(iv). So the price of bread which was the staple diet of the majority Rose rapidly.

(v). Wedges did not keep pace with the price rise.

(vi). so the gap between the poor and the rich widened.

(vii). Whenever drought or hail reduces the harvest this lead to a substance crisis.

Q3). What lived the emergence of the middle class of the 18th century?

Ans- (i). Peasants and workers had participated in the Revolt against increasing pay and food security.

(ii). They lacked the mean and programs.

(iii). The 18th century witnessed the emergency of a social group, termed the middle class.

(iv). They earned their wealth through expanding over Seas trade from the manufacture of goods.

(iv). There were either exported or brought by richer members of society.

(v). All of these were educated and believed that no group in society should be privileged by birth.

(vii). These Ideas are based on Freedom and equal laws.

Q4). Describe The circumstances that lead to the tennis court oath?

Ans- (i). Louis XVI Called together an assembly of the estate general to pass a proposal for new taxes.

(ii). Voting in the estate general in the past had been conducted according to the principal of each state had one vote.

(iii). But members of the third state that voting now is conducted by the Assembly as a whole.

(iv).  Each member should have one vote.

(v). When the king rejected this proposal members of the third estate walked out of the assembly in protest.

(vi). They Declare themself on national assembly deposit Till they had drafted a constitution for France.

(vii). It would limit the power of the  Monarch.

(viii). He brought out a journal and delivered powerful speeches to the crowd assembled at Versailles.

Q5). Describe the event that led to the grant of recognition to the national assembly?

Ans-  (i) . The national assembly was busy at Versailles drafting a constitution.

(ii) . The rest of France seethed with turmoil. 

(iii) . A severe winter meant a bad harvest.

(iv) . The price of bread rose Bakers exploited the situation and hoarded supplies.

(v) . After spending hours in long queues at the bakery. Crowds of angry women stormed into the shops. 

(vi) . The agitated crowd stormed and destroyed the Bastille. 

(vii) . They looted grain and burnt down documents containing records of Monerical dues. 

(viii) . A large number of Nobel Fled from their homes.

(ix) . Many of them migrate to neighbouring countries.

(x) . Louis XVI finally accorded recognition to the national assembly and accepted the principle.

Q6). Write a note on the new constitution of France after the monarch?

Ans- (i) .  the national assembly completed the draft of the constitution in 1791.

(ii) .  Its main object was to limit the powers of monarchs.

(iii) .  These powers of the Legislature, executive and Judiciary This made France a constitutional monarchy.

Q7).  Define the political system in France before the year 1791?

Ans- (i) . the political system was indirectly elected.

(ii) . Citizens voted for a group of electors.

(iii) . Not all citizens had the right to vote. 

(iv) . Only men above 25 years of age who paid taxes were given the status of active citizens.

(v) .  the remaining men and all women were classed as passive citizens.

Q8). What was the significance of political symbols?

Ans- ●   the broken chain significance freedom.

● The eye within a triangle radiating light shows knowledge. 

● Sceptre symbol of royal power. 

● Snake biting eternity. 

● Red Phrygian cap worm by a slove upon becoming free. 

● Blue, white and red are the national colours of France. 

● Winged woman personification of the laws. 

● Law tablet all and all are equal before it. 

Q9). What were revolutionary wars and their effects?

Ans-(i). Although Louis XVI had signed the constitution. 

(ii) . He entered into secret negotiations with the king of Persia. 

(iii) . They plan to send troops to put down the events. 

(vi) . Before this could happen, the national assembly declare war against Persia and Austria. 

(Effects) 

(i) . Losses And economical difficulties to the people.

(ii) . The men were away fighting at the front.

(iii) . Women were left to cope with the task of earning.

(iv) .  A living and looking after their families.

Q10). What Led to the formation of a Jacobin club? who was its member? what were your achievements?

Ans- (i) . The member of the Jacobin club belongs mainly to the less prosperous section of society.

(ii) . They included small shopkeepers’ partitions such as shoemakers, pastry Cooks watch-maker printers as well as a servant and daily wage workers.

(iii) . Many were not satisfied with them.

(iv) .  This led to the formation of the Jacobin club.

(v) . Elections were held for men 21 years and above to have got the right to vote.

Exploring the causes, events, and aftermath of the French Revolution, the solutions offer a clear understanding of its impact on society, politics, and culture. Students can grasp the significance of this historical upheaval through well-explained answers, aiding them in building a strong foundation in social sciences and historical knowledge.

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Class 9 History Chapter 1 Extra Questions and Answers The French Revolution

In this page, you can find CBSE Class 9 History Chapter 1 Extra Questions and Answers The French Revolution Pdf free download, NCERT Extra Questions for Class 9 Social Science  will make your practice complete.

The French Revolution Class 9 Extra Questions and Answer History Chapter 1 Very Short Answers Type

Question 1. Why did the people of France storm the Bastille? Answer: The people of France stormed the fortress-prison, the Bastille because they were hopeful to find hoarded ammunition there.

Question 2. Why was the Bastille hated by all? Answer: The Bastille was hated by all because it stood for the despotic power of the king.

Question 3. What was the Bastille? What happened to it? Answer: The Bastille was the fortress-prison where prisoners were kept. It was demolished and its stone fragments were sold in the market.

Question 4. What was the issue most French people were protested against? Answer: Most French people were protesting against the high price of bread.

Question 5. The french society in the eighteenth century was divided into three estates. Name them. Answer:

• Third estate which included big businessmen, merchants, peasants, etc.

Question 6. What do you mean by the term Old Regime? Answer: The term Old Regime is usually used to describe the society and institutions of France before 1789, the year of the French Revolution.

Question 7. Who owned about 60 percent of the land in France? Answer: Nobles, the church and other richer members of the third estate owned about 60 percent of the land in France.

Question 8. What privileges were enjoyed by the clergy and the nobility by birth? Answer: These people were exempted from paying taxes to the state. The nobles enjoyed feudal privileges too which included feudal dues.

Question 9. What services did the peasants render to the lord? Answer: They worked in his house and fields, served in the army or participated in building roads.

Question 10. Name the taxes that all members of the third estate had to pay to the state. Answer: A direct tax, called taille and a number of indirect taxes which were levied on articles of everyday consumption like salt or tobacco.

Question 11. What led to a rapid increase in the demand for food grains in 1789? Answer: The population of France increased dramatically in 1789 which led to a rapid increase in the demand for food grains.

Question 12. Why did the gap between the poor and the rich widen in 1789? Answer: Since a major portion of workers were employed as labourers in workshops whose owners fixed their wages. But wages did not keep pace with the rise in prices of bread.

Question 13. Who had participated in revolts against increasing taxes and food security in the past? Answer: They were peasants and workers.

Question 14. Why were peasants and workers not successful in bringing about a change in the French social and economic order? Answer: It was because they lacked the means and programmes to carry out full-scale measures that would bring about that change.

Question 15. What did the educated section of the third estate believe? Answer: They believed that no group in society should be privileged by birth. Rather, a person’s social status must depend on his merit.

Question 16. Which doctrine was refuted by John Locke in his ‘Tiro Treatises of Government’! Answer: In his book ‘Two Treatises of Government’ John Locke refuted the doctrine of the divine and absolute right of the monarch.

Question 17. What idea did Rousseau propose? Answer: He proposed a from of government based on social contract between people and their representatives.

Question 18. What idea did Montesquieu propose in his book ‘The Spirit of the Laws’! Answer: He proposed a division of power within the government between the legislative, the executive and the judiciary.

Question 19. What was the main object of the Constitution of 1791? Answer: Its main object was to limit the powers of the monarch.

Question 20. What made France a Constitutional Monarchy in 1791? Answer: In 1791, the draft of the Constitution was completed by the National Assembly. This constitution made the monarch a Constitutional head by giving his powers to different institutions—the legislature, executive and judiciary.

Question 21. Who were considered passive citizens under the Constitution of 1791? Answer: Women, children and youth below 25 were considered passive citizens under the Constitution of 1791.

Question 22. Who was eligible for an elector and then for a member of the National Assembly? Answer: A man who belonged to the highest bracket of taxpayers was eligible for an elector and then for a member of the National Assembly.

Question 23. Which rights were established as ‘natural and inalienable’ rights by the constitution in 1791? Answer: Right such as the right to life, freedom of speech, freedom of opinion, equality before law, were established as ‘natural and inalienable’ rights.

Question 24. Mention one drawback of the Constitution of 1791. Answer: The Constitution of 1791 gave political rights only to the richer sections of society.

Question 25. Who joined the Jacobin club? Answer: Small shopkeepers, artisans such as shoemakers, pastry cooks, watch-makers, printers as well as servants and daily-wage workers joined the Jacobin club.

Question 26. Which law came into effect soon after the storming of the Bastille in 1789? Answer: It was the law that abolished censorship.

Question 27. When and where was Napoleon Bonaparte defeated? Answer: Napoleon Bonaparte was defeated at Waterloo in 1815.

Question 28. Name the continents which were associated with the triangular slave trade. Answer: Europe, Africa and the Americas.

Question 29. Who reintroduced slavery in 1804? Napoleon reintroduced slavery in 1804.

Question 30. What was guillotine? Answer: It was a device consisting of two poles and a blade with which a person is beheaded. It was named after Dr Guillotin who invented it.

The French Revolution Class 9 Extra Questions and Answer History Chapter 1 Short Answers Type

Question 1. What were reasons behind an empty treasury upon the accession of Louis XVI in 1774? Answer: Upon his accession in 1774 the new king Louis XVI found an empty treasury. There were several reasons behind it:

• Long years of war had drained the financial resources of France. Added to this was the cost of maintaining an extravagant court at the immerse palace of Versailles.
• Under Louis XVI, France helped the thirteen American colonies to gain their independence from Britain. The war added more than a billon livres to debt that had already risen to more than 2 billion livres. Lenders who gave the state credit, now began to charge 10 per cent interest on loans.
• French society in the eighteenth century was divided into three estates and only members of the third estate paid taxes.

Question 2. How was the system of estates in French society organised? Answer: French society in the eighteenth century was divided into three estates:

• The first estate was constituted by the clergy, who enjoyed certain privileges by birth.
• The second estate was constituted by the nobility who enjoyed feudal privileges.
• The third estate was consisted of big businessmen, merchants, court officials, lawyers, peasants, artisans, small peasants, landless labour and servants. Thus, within the third estate some were rich and others poor. Here, it is worth mentioning that the members of the first two estates were exempted from paying taxes to the state. Only the members of the third estate had to pay taxes.

Question 3. Which factors were responsible for the subsistence crisis in France in 1789? Answer: The following factors led to the subsistence crisis in France in 1789:

• The population of France rose dramatically in 1789. This led to a rapid increase in the demand for food grains. Production of grains could not keep pace with the growing demand. So the price of bread which was the staple diet of the majority rose rapidly.
• Most of the workers were employed as labourers in workshops where owners fixed their wages. But wages did not keep pace with the rose in price.
• Things became worse due to a severe winter which reduced the harvest.

Question 4. Why did members of the third estate walk out of the assembly of the Estates General, called by Louis XVI on 5 May 1789? Answer:

• On 5 May 1789, Louis XVI called together an assembly of the Estates General to pass proposals for new taxes. The first and second estate sent 300 representatives each, while the third estate sent 600 representatives.
• Voting in the Estates General in the past had been conducted according to the principle that each estate had one vote. This time too the king was determined to continue the same practice.
• But Members of the third estate demanded that voting now be conducted by the assembly as a whole, where each member would have one vote. When the king rejected this proposal, members of the third walked out of the assembly in protest.

Question 5. What was the immediate cause that angered the French people so much so that they stormed and destroyed the Bastille and started the Revolution? Answer: The National Assembly was busy at Versailles in drafting a constitution that would limit the powers of the monarch. The common people on the other hand, were facing hardships. The king had nothing to do with their problems.

Meanwhile, there occurred a severe winter in France which aggravated their problem. Severe winter resulted in bad harvest. So, the price of bread rose. Often bakers exploited the situation and hoarded supplies. After spending hours in long queues at the bakery, crowds of angry women stormed into the shops. At the same time, the king ordered troops to move into Paris. So, on 14 July 1789, the agitated crowd stormed and destroyed the Bastille, which stood for the despotic power of the king. This was the start of the French Revolution.

Question 6. Under what circumstances did Louis XVI finally accord recognition to the National Assembly? Mention the changes brought by the Assembly on the night of 4 August 1789. Answer: There was agitation all over France due to the short supplies and high prices of food. Unaware of the common man’s problems, the king decided to suppress it. As a result the agitation got intensified. Peasants began to attack chateaux. They looted hoarded grain and burnt down documents containing records of manorial dues. Faced with the power of his revolting subjects, Louis XVI finally accorded recognition to the National Assembly and accepted the principle that his powers would from now on be checked by a constitution. The Assembly passed a decree on the night of 4 August 1789 that brought the following changes:

• The feudal system of obligations and taxes was abolished.
• Members of the clergy were forced to give up their privileges.
• Tithes were abolished and lands owned by the church were confiscated.

Question 7. What were the consequences of the uprising led by the Jacobins in 1792? Answer:

• The Assembly voted to imprison Louis XVI and his family members. Elections were held. From now on all men of 21 years and above, regardless of wealth, got the right to vote.
• Monarchy was abolished and France was declared a republic.
• Louis XVI was sentenced to death by a court on the charge of treason. On 21 January 1793 he was executed publicly at the Place de la Concorde. The queen Marie Antoinette met the same fate shortly after.

Question 8. Write three points about the Jacobin club in France. Who was its leader? Answer: (i) The most successful of the political clubs during the revolutionary France was that of the Jacobins, which got its name from the former convent of St. Jacob in Paris.

(ii) The members of the Jacobin club belonged mainly to the less prosperous sections of society. They included small shopkeepers, artisans such as shoemakers, pastry cooks, watch-makers, printers, as well as servants and daily-wage workers.

(iii) A large group among the Jacobins began to wear long striped trousers to set themselves apart from the fashionable sections of society, especially nobles, who wore knee breeches. The leader of the Jacobin club was Maximilian Robespierre.

Question 9. What was a Directory? Why was it dismissed? Answer: After the fall of the Jacobin government the wealthier middle classes seized the power. They introduced a new constitution which denied the vote to non-propertied sections of society. It provided for two elected legislative councils. These then appointed a Directory, an executive made up of five members. This was meant as safeguard against the concentration of power in a one-man executive as under the Jacobins. However, the Directors often clashed with the legislative councils as a result of which the Directory was dismissed which gave rise to Napoleon.

Question 10. “Women had been active participants in the events which brought about many important changes in French society. Still their condition did not improve.” Explain. Or Did the French Revolution bring any improvement in the condition of women? How can you say that their life was full of hardships? Answer: Women in France were sure that their involvement in the events would pressurise the revolutionary government to introduce measures to improve their lives. But they had to face disappointment. They had to work hard for a living. They worked as seamstresses or laundresses, sold flowers, fruits and vegetables at the market, or even employed as domestic servants in the houses of wealthy people. Most women did not have access to education or job training. They had also to take care for their own families, that is cook, fetch water, queue up for bread and look after the children. Their wages were lower than those of men.

Question 11. Describe the triangular slave trade that was carried on during the eighteenth and nineteenth centuries? Answer: (i) A triangular slave trade was carried on between Europe, Africa and the Americas. The slave trade began in the seventeenth century.

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

(iii) The slaves were branded and shackled and then they were packed tightly into ships for the three- month long voyage across the Atlantic to the Caribbean. There they were sold to plantation owners.

Question 12. Under what circumstances did the representatives of the third estate form the National Assembly? Answer: Louis XVI called together an assembly of the Estates General to pass proposals for new taxes. The first and second estates sent 300 representatives each while the third estate sent 600 representatives. Voting in the Estate General in the past had been conducted according to the principle that each estate had one vote. This time too the king was determined to continue the same practice. But members of the third estate demanded that each member would have one vote because it was based on the democratic principle. But the king rejected this proposal as a result of which members of the third estate walked out of the assembly in protest.

The representatives of the third estate viewed themselves as spokesmen for the whole French nation. On 20 June 1789, they assembled in the hall of an indoor tennis court in the grounds of Versailles. They declared themselves a National Assembly and began to draft a constitution for France that would limit the powers of the monarch.

The French Revolution Class 9 Extra Questions and Answer History Chapter 1 Long Answers Type

Question 1. Describe how France became a republic? Answer: (i) Louis XVI was not happy by signing the Constitution of 1791. So, when he got opportune moment he entered into secret negotiations with the king of Prussia.

(ii) Rulers of other neighbouring countries too were worried by the developments in France and made plans to send troops to put down the events that had been taking place there since the summer of 1789.

(iii) Before this could happen, the National Assembly voted in April 1792 to declare a war against Prussia and Austria. Thousands of volunteers thronged from the provinces to join the army. The Marseillaise composed by the poet Rouget de L’lsle was sung for the first time by the volunteers from Marseilles as they marched into Paris.

(iv) Political clubs became important rallying point for people who wished to discuss government policies and plan their own forms of action. The most successful of these clubs was that of the Jacobins

(v) In the Summer of 1792, these Jacobins planned on insurrection of a large number of Parisians who were angered by the short supplies arid high prices of food . On the morning of August 10, they stormed the Palace of the Tuileries, malssacred the king’s guards and held the king himself as a hostage for several hours. Later the Assembly voted to imprison the royal family. Elections were held. The newly elected assembly abolished the monarchy and declared France a republic. Louis XVI and his queen were executed publicly at the Place de la Concorde.

Question 2. Why is Robespierre’s government known as the Reign of Terror? Give reasons. Answer: Robespierre’s government remained in power from 1793 to 1794. But this short period became so infamous that it began to be referred to as the Reign of Terror. The following reasons were responsible for this:

(i) Robespierre followed a policy of severe control and punishment. All those whom he saw as being ‘enemies’ of the republic such as ex-nobles and clergy, members of other political parties, even members of his own party who did not agree with his methods, were arrested, imprisoned and then tried by a revolutionary tribunal. If the court found them ‘guilty’ they were guillotined.

(ii) Robespierre’s government issued laws placing a maximum ceiling on wages and prices. Meat and bread were rationed. Peasants were forced to transport their grain to the cities and sell it at prices fixed by the government.

(iii) The use of more expensive white flour was forbidden. All citizens were required to eat pain d’e‘galite’ meaning equality bread, made of whole wheat.

(iv) Churches were shut down and their building were converted into barracks or offices.

(v) Robespierre pursued his policies so relentlessly that even his supporters began to demand modernisation. Finally, He was arrested and guillotined.

Question 3. How did the revolution affect the everyday life of the people in France? Answer: (i) The years following 1789 in France saw many changes in the lives of men, women and children. Politics changed the clothes people wore, the languages they spoke and the book they read.

(ii) The revolutionary governments tool it upon themselves to pass laws that would translate the ideals of liberty and equality into everyday practice.

(iii) Censorship was abolished. Now the Declaration of the Rights of Man and Citizen proclaimed freedom of speech and expression to be a natural right.

(iv) Newspapers, pamphlets, books and printed pictures flooded the towns of France from where they travelled rapidly into the country side. They all described and discussed the events and changes taking place in France.

(v) Freedom of the press also meant that opposing views of events could be expressed. Each side sought to convince the others for its position through the medium of print.

(vi) Plays, songs and festive processions attracted large numbers of people. The system of slavery began to be criticised and finally it was abolished.

Question 4. Describe how slavery was abolished in France? Answer: The abolition of slavery in the French colonies took place under the Jacobin regime. The colonies the Caribbean were important suppliers of commodities like tobacco, indigo, sugar and coffee. But the reluctance of Europeans to go and work in distant lands caused shortage of labour on the plantations.

Hence, a triangular slave trade between Europe, Africa and the Americas began in the seventeenth century. French merchants sailed from the ports of Bordeaux or Nantes to the African coast, where they bought slaves from local chieftains. The slaves were branded and shackled and then packed tightly into ships for the three-month long voyage across the Atlantic to the Caribbean. There they were sold to plantation owners.

Throughout the eighteenth century there was little criticism of slavery in France. The National Assembly held long debates about whether the rights of man should be extended to all French subjects including those in the colonies. But it did not pass any laws due to expected opposition from businessmen whose

incomes depended on the slave trade. It was finally the convention which in 1794 legislated to free all slaves in the French overseas possessions. But this lasted for a short term. Napoleon reintroduced slavery after he became the emperor of France in 1804. This exploitative system was finally abolished in French colonies in 1848. .

Question 5. How did the French Revolution impact the world? Answer: (i) The ideals of liberty and democratic rights were the most important legacy of the French Revolution.These ideals spread from France to the rest of Europe during the nineteenth century, where feudal system were abolished.

(ii) Political revolution in Europe began with the French Revolution. This revolution influenced the people in other European countries and political revolutions raged through Europe as people fought against the authority of kings.

(iii) Colonised peoples got inspired by the ideals of the French Revolution. They reworked the idea of freedom from bondage into the movements to create a sovereign nation state. Pipu Sultan and Rammohan are two examples of inthviduals who responded to the ideas coming from revolutionary France.

The French Revolution Class 9 Extra Questions and Answer History Chapter 1 Higher Order Thinking Skills (HOTS) Questions

Question 1. What was the role of the philosophers in the French Revolution? Or Describe the role of the philosophers in the French Revolution. Answer: The French philosophers played an important role in preparing the background of the revolution. (i) The famous philosophers like John Locke, Rousseau and Montesquieu believed that no group in society should be privileged by birth. Rather, a person’s social position must depend on his merit. They inspired the common mass of France with their revolutionary ideas and mobilised them to raise voice against injustices.

(ii) In his Two Treatises of Government, Locke refuted the doctrine of the divine and absolute right of the monarch. Rouseau carried the idea forward, proposing a form of government based on a social contract between people and their representatives.

(iii) In The spirit of the Laws, Montesquieu proposed a division of power within the government between the legislative, the executive and the judiciary.

(iv) The ideas of these philosophers were discussed intensively in salons and coffee houses and spread among people through books and newspapers. These were frequently read aloud in groups for the benefit of those who were illiterate. The news that the king planned to impose further taxes generated anger and protest against the system of privileges.

Question 2. Why were images and symbols frequently used during the French Revolution? What did the following symbols convey—The broken chain, The bundle of rods or fasces, Sceptre, Red Phrygian cap. Blue-white-red, The winged woman, The Law Tablet and The eye within a triangle radiating light. Answer: The majority of men and women in the eighteenth century France were illiterate. They could not read and write. So images and symbols were frequently used instead of printed words to communicate important ideas. The following symbols convey the following ideas:

• The Broken Chain: Chains were used to fetter slaves. A broken chain stands for the act of becoming free.
• The bundle of rods or fasces: One rod can be easily broken, but not an entire bundle. It conveys the idea that strength lies in unity.
• Scepter: Symbol of royal power.
• The Phrygian cap: This cap was worn by a slave upon becoming free.
• Blue-White-Red: The national colours of France.
• The winged woman: Personification of the law.
• The Law Tablet: The law is the same for all and all are equal before it.
• The eye within a triangle radiating light: The all seeing eye stands for knowledge. The rays of the sun will drive away the clouds of ignorance.
• Snake biting its tail to from a ring: Symbol of Eternity. A ring has neither beginning nor end.

Question 3. Why did Olympe de Gouges protest against the Constitution and the Declaration of Rights of Man and Citizen? Mention some of the basic rights set forth in her Declaration of the Rights of Woman and Citizen which came in 1791. Answer: Olympe de Gouges was one of the most important of the politically active women in revolutionary France. She protested against the Constitution and the Declaration of Rights of Men and Citizen because they excluded women from basic rights that each human being was entitled to. So, she wrote a Declaration of the Rights of Women and Citizen. Some of the basic rights set forth in her Declaration are:

• Woman is born free and remains equal to man in rights.
• The goal of all political associations is the preservation of the natural rights of woman and man. These rights are liberty, property, security and resistance to oppression.
• The source of all sovereignty resides in the nation, which is nothing but the union of woman and man.
• The law should be the same for all. All female and male citizens are equally entitled to all honours and public employment according to their abilities and talents.
• No woman is an exception, she is accused, arrested, and detained in cases determined by law. Women like men, obey this rigorous law.

Question 4. Describe the political activities of French women during the revolutionary years. Or Describe what women in post-revolution France did to voice their interests. To what extent were they successful? Answer: The Constitution of 1791 disappointed women because it reduced them to passive citizens who had no right to vote. So, they decided not to sit idle. They started their own political clubs and newspapers, to fight for their rights. About sixty women’s clubs came up in different French cities. The most famous of them was The Society of Revolutionary and Republican Women. One of their main demands was that women enjoy the same political rights as men.

They demanded the right to vote, to be elected to the Assembly and to hold political office. In the early years, the revolutionary government did introduce laws that helped improve the lives of women. State schools were created and schooling was made compulsory for all girls.

Marriage was made into contract entered into freely and registered under civil law. Divorce was made legal, and could be applied for by both women and men. Women could now train for jobs, could become artists or run small businesses. But they denied voting rights for which their struggle continued for more than hundred years. It was finally in 1946 that they won the right to vote.

The French Revolution Class 9 Extra Questions and Answer History Chapter 1 Value-based Questions (VBQs)

Question 1. Mention the salient features of the Constitution of 1791. Answer: The National Assembly completed the draft of the Constitution in 1791. The salient features of this Constitution were: (i) It limited the powers of the monarch. These powers instead of being concentrated in the hands of one person, were now separated and assigned to different institutions—the legislature, the executive and the judiciary. This made France a constitutional monarchy.

(ii) The Constitution of 1791 vested the power to make laws in the National Assembly, which was indirectly elected. That is, citizens voted for a group of electors, who in turn chose the Assembly. Not all citizens had the right to vote. Only wealthy men above 25 years of age were given the status of active citizens, that is, they were entitled to vote. The remaining men and all women were classed as passive citizens without right to vote.

(iii) The new constitution adopted the Declaration of the Rights of Man and Citizen. Rights such as the right to life, freedom of speech, freedom of opinion, equality before law, were established as natural rights, that is, they belonged to each human being by birth and could not be taken away.

Question 2. What values are associated with the Declaration of the Rights of Man and Citizen? Answer: The Constitution of 1791 began with a Declaration of the Rights of Man and Citizen. Values associated with it were:

• Rights such as the right to life, freedom of speech, freedom of opinion, equality before law were established as natural and inalienable rights.
• These rights belonged to each human being by birth and could not be taken away. It was the duty of the state to protect each citizen’s natural rights.
• The law had the right to forbid only actions that were injurious to society.
• Liberty consisted of the power to do whatever was not injurious to others.
• The source of all sovereignty resided in the nation; no group or individual might exercise authority that did not come from the people.
• Law was the expression of the general will. All citizens were equal before it.

Question 3. In The Spirit of the Laws, Montesquieu proposed a division of power within the government between the legislature, the executive and the judiciary. What values are reflected through this proposal? Answer: The values reflected through this proposal are:

• When power is shared between the legislative, the executive and the judiciary, there is least chance of dominance of one institution over the other.
• Montesquieu’s arrangement refuted the doctrine of the divine and absolute rights of the monarch. He advocated that no group in society should be privileged by birth. There should be equality in every sphere. Montesquieu also stressed on individual freedom because it was necessary for the growth of individual’s personality.

The French Revolution Class 9 Extra Questions and Answer History Chapter 1 Map-based Questions

Question 1. On the given outline map of France, locate and label the following: (a) Bordeaux (b) Nantes (c) Paris (d) Marseilles Answer:

Question 2. On the given outline map of France, identify the places marked. (a) The place not affected by the Great Fear (b, c and d) The epicentres of main panic movements. Answer:

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NCERT Solutions Class 9 History Chapter 1 French Revolution

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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 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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CBSE Class 9 History Notes Chapter 1 - The French Revolution

CBSE Class 9 History Chapter 1 – The French Revolution led to the end of the monarchy in France. The chapter also discusses the Declaration of the Rights of Man, notions of equality and freedom, and anti-colonial movements in India and China, Africa and South America. Class 9 History Notes of Chapter 1 enable students to study smartly and get a clear idea about every concept discussed in the Class 9 History syllabus. The notes contain all the important topics, which help in quick revision. By going through these CBSE Class 9 History notes for Chapter 1, students can boost their exam preparation and score higher marks in the exams.

• 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

CBSE Class 9 History Notes Chapter 1 – The French Revolution

The french revolution.

In 1789, in the wake of early morning, the city of Paris was in a state of alarm. Rumours spread that the King would open fire upon the citizens. People started gathering, and they started breaking down a number of government buildings in search of arms. The commander of the Bastille was killed in the armed fight, and the prisoners were released. People hated the Bastille as it stood for the despotic power of the king. People protested against the high price of bread. A new chain of events began, which led to the execution of the King in France.

French Society During the Late Eighteenth Century

Louis XVI, in 1774, ascended the throne of France. Financial France was drained because of the war. France, under Louis XVI, helped the thirteen American colonies to gain their independence from Britain. Taxes were increased to meet regular expenses, such as the cost of maintaining an army, the court, and running government offices or universities. The country of France was divided into three estates in the eighteenth century. The feudal system was part of the society’s estates dating back to the middle ages. 90 percent of the population was dominated by peasants, but only a small number of them owned the land they cultivated. 60 percent was owned by nobles, the Church and other richer members of the third estate. The clergy and the nobility, members of the first two estates, enjoyed certain privileges by birth. These groups of members were exempted from paying taxes and enjoyed feudal privileges. All members of the third estate had to pay taxes to the state, which included a direct tax, called taille, and a number of indirect taxes, which were levied on articles of everyday consumption like salt or tobacco.

The Struggle to Survive

The increase in population led to a rapid increase in the requirement for food grains. Production of grains could not keep pace with the demand, due to which the price of bread rose rapidly. Due to the low wages paid to the labourers, the gap between the poor and the rich widened. Things became worse whenever drought or hail reduced the harvest.

A Growing Middle Class Envisages an End to Privileges

Peasants used to participate in revolts against taxes and food scarcity. The group of the third estate had become prosperous and had access to education and new ideas. In the eighteenth century, new social groups emerged, termed the middle class, who earned their wealth through expanding overseas trade and by manufacturing woollen and silk textiles that were either exported or bought by the richer members of society. The third estate included professions such as lawyers or administrative officials. A person’s social position was dependent on their merit.

All these groups were educated and believed that no group in society should be privileged by birth. Rather, a person’s social position must depend on his merit. A new form of government was proposed by Rousseau based on a social contract between people and their representatives.

Similarly, Montesquieu proposed a division of power within the government between the legislative, the executive and the judiciary. In the USA, this model of government was put into force. Louis Louis XVI planned to impose further taxes to meet the expenses.

The Outbreak of the Revolution

In France, the monarch didn’t have the power to impose taxes. They had to call a meeting of the Estates-General, a political body to which the three estates sent their representatives, to pass proposals for new taxes. Louis XVI, on 5 May 1789, called an assembly to pass proposals for new taxes. Representatives from the first and second estates were present, and the third estate was represented by its prosperous and educated members. According to the principle, each estate had one vote. But, representatives from the third estate demanded each member would have one vote. The demand was rejected, so members of the third estate walked out to protest. They swore not to disperse till a constitution was drafted for France that would limit the powers of the monarch.

Due to the severe winter, bread prices rose, and people had to spend hours in long queues. Rumours spread that the lords of the manor hired bands of brigands to destroy the ripe crops. In fear, peasants started looting hoarded grain and burnt down documents containing records of manorial dues. Nobles fled from their homes. Louis XVI accorded recognition to the National Assembly and accepted the principle that his powers would, from now on, be checked by a constitution. The Assembly passed a decree abolishing the feudal system of obligations and taxes on 4 August 1789. Tithes were abolished, and lands owned by the Church were confiscated.

France Becomes a Constitutional Monarchy

In 1791, The National Assembly completed the draft of the constitution, and its main object was to limit the powers of the monarch. These powers were now separated and assigned to different institutions – the legislature, executive and judiciary. France became a constitutional monarchy.

Citizens voted for a group of electors, who in turn chose the Assembly, but unfortunately, not every citizen had the right to vote. Men above 25 years of age who paid taxes equal to at least 3 days of a labourer’s wage were entitled to vote. The Constitution began with a Declaration of the Rights of Man and Citizen. Rights such as the right to life, freedom of speech, freedom of opinion, and equality before the law were established as ‘natural and inalienable’ rights; that is, they belonged to each human being by birth and could not be taken away.

France Abolishes Monarchy and Becomes a Republic

In April 1792, the National Assembly voted for a war against Prussia and Austria. Marseillaise became the national anthem of France. While men were away fighting in the war, women took care of their families. Large sections of the population demanded that the revolution had to be carried further, as the Constitution of 1791 gave political rights only to the richer sections of society. Political clubs were formed, and among them, Jacobins became the most successful club. Members of the Jacobin club included small shopkeepers, artisans such as shoemakers, pastry cooks, watch-makers, printers, as well as servants and daily-wage workers. Jacobin members started wearing long striped trousers similar to those worn by dockworkers. These Jacobins were called the sans-culottes, literally meaning ‘those without knee breeches’. On August 10 1792, Jacobins stormed the Palace of the Tuileries and held the king hostage for several hours. Elections were held, and all men of 21 years and above got the right to vote. The monarchy was abolished on 21 September 1792, and France was declared a republic. Louis XVI was sentenced to death by a court on the charge of treason.

The Reign of Terror

The period from 1793 to 1794 is referred to as the Reign of Terror. People whom Robespierre saw as enemies of the republic were arrested, imprisoned and then tried by a revolutionary tribunal. If they were declared guilty by the court, then they were guillotined. The guillotine is a device consisting of two poles and a blade with which a person is beheaded, named after Dr Guillotin. Laws were issued to place a maximum ceiling on wages and prices. Meat and bread were rationed. Expensive white flour was forbidden to use. Equality was practised through forms of speech and address. All French men and women were addressed as Citoyen and Citoyenne (Citizen). In July 1794, he was convicted by a court, arrested and the next day sent to the guillotine.

A Directory Rules France

The fall of the Jacobin government allowed the wealthier middle classes to seize power. According to the new constitution, non-propertied sections of society were denied voting. It provided for two elected legislative councils. The government appointed a Directory consisting of executives made up of five members. Political instability paved the way for a military dictator, Napoleon Bonaparte.

Did Women have a Revolution?

Women were active participants from the beginning, which brought important changes in the country of France. Women from the third estate had to work for a living, and they didn’t have access to education or job training. Daughters of nobles of the third estate were allowed to study at a convent. Working women also had to care for their families. Compared to men, their wages were lower. Women also started their political clubs and newspapers. The Society of Revolutionary and Republican Women was one of the most famous women’s clubs. They demanded equal political rights as men, the right to vote and to hold political office. The revolutionary government introduced laws to improve the lives of women. Schooling became compulsory, divorce was made legal, and they could run small businesses. During the Reign of Terror, the government closed women’s clubs banning their political activities. After much struggle, women in France in 1946 won the right to vote.

The Abolition of Slavery

Jacobin’s regime’s most revolutionary social reform was the abolition of slavery in the French colonies. In the seventeenth century, the slavery trade began. Slaves were brought from local chieftains, branded and shackled and packed tightly into ships for the three-month-long voyage across the Atlantic to the Caribbean. Slave labour met the growing demand in European markets for sugar, coffee, and indigo. Throughout the eighteenth century, there was little criticism of slavery in France. In 1794, the Convention legislated to free all slaves in the French overseas possessions. Napoleon introduced slavery after ten years. In 1848, slavery was abolished in French colonies.

The Revolution and Everyday Life

France during 1789 saw changes in the lives of men, women and children. The abolition of censorship happened in the summer of 1789. Declaration of the Rights of Man and Citizen proclaimed freedom of speech and expression to be a natural right. Freedom of the press meant opposing views of events could be expressed. Plays, songs and festive processions attracted large numbers of people.

Napoleon Bonaparte crowned himself Emperor of France in 1804 and introduced many laws, such as the protection of private property and a uniform system of weights and measures provided by the decimal system. Napoleon was defeated at Waterloo in 1815. The ideas of liberty and democratic rights were the most important legacy of the French Revolution. Colonised peoples reworked the idea of freedom to create a sovereign nation-state.

For more information on Political Causes of French Revolution , watch the below video

Students can go through geography, history, political science and economics notes by visiting the CBSE Class 9 Social Science page at BYJU’S. Keep learning and stay tuned for further updates on CBSE and other competitive exams.

Frequently Asked Questions on CBSE Class 9 History Notes Chapter 1: French Revolution

When was the french revolution started.

The French Revolution started on the 5th May 1789.

Who won the French Revolution?

Napoleon Bonaparte took charge and came to power at the end of the French Revolution.

What were the main causes of the French Revolution?

The main factors which contributed to the French Revolution were: 1. The Estate system 2. Absolutism 3. Ideas from the ‘Enlightenment’ 4. The American Revolution 5 Poverty and food shortage

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Helped me a lot to get full marks in my online SST Unit test. The notes were easy to understand.

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