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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.

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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.

Our Toppr app will give you access to all these solutions without any hassle. Download the Toppr app for  Android  and  iOS . You can also  Signup  with us for free.

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Download  NCERT Solutions for Class 9 History chapterwise here.

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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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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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:

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

Table of Contents

NCERT Solutions for History Chapter 1 The following resources on the French Revolution are provided to assist students in studying and preparing for their CBSE Term I exams.

The French Revolution was a moment in French history when the people ousted the monarchy and seized power. The Revolutionary War lasted from 1789 to the late 1790s. Prior to the French Revolution, the French people were separated into social groupings known as “Estates.” Following the French Revolution, the French social and political structures were fundamentally transformed.

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The NCERT Solutions for Class 9 History Chapter 1 includes all of the themes linked to the French Revolution, making it easier for students to answer the textbook questions. There’s a probability that questions from the NCERT textbook will appear on the CBSE Term I exam.

Use these well-structured and thorough NCERT Solutions for Class 9 History to get a good start on your studies.

Summary of Chapter 1 of the French Revolution

The French Revolution is the first chapter of the NCERT Social Science History textbook – Indian and the Contemporary World-I. The French Revolution brought an end to the monarchy in France. A privilege-based society gave way to a new governing system. Students will learn about the nature of mid-nineteenth-century French society.

Also Check: Solved CBSE Sample Papers for Class 9 Social Science

The following topics will also be covered by the students:

• The Society of Late-Eighteenth-Century France
• The fight for survival
• What causes a sustenance crisis?
• Privileges will be phased out as the middle class grows.

The Revolutionary War Begins

• France is transformed into a constitutional monarchy.
• The monarchy of France is abolished, and the country becomes a republic.
• Terrorism’s Reign
• France 4 is ruled by a directory.
• Did Women Have a Revolution?
• Slavery was abolished in the United States in 1865.
• Everyday Life and the Revolution

‘India and the Contemporary World-I’ is a crucial text for Social Science students in Class 9. Apart from this chapter, the linked article contains the entire set of NCERT Solutions for Class 9 Social Science. Students can use the links provided to refer to and simply download the solutions pdf, as well as begin practicing offline.

Also Check: NCERT Solutions for Class 9 Social Science

NCERT Solutions for Class 9 History Chapter 1: Frequently Asked Questions

Q. Is it necessary to study Chapter 1 of NCERT Solutions for Class 9 History for the CBSE Term I exam?

Ans. Yes, for the CBSE Term I test, Chapter 1 of NCERT Solutions for Class 9 History is just as significant as the other chapters. As a result, students neglecting this chapter could result in low exam scores. To ace the Term, I CBSE exam, students should extensively practice and revise the major subjects of all chapters on a regular basis. Students can strengthen their conceptual understanding and analytical ability by referring to these NCERT Solutions, which are important for test preparation.

Q. What are the themes that students can study from Chapter 1 of NCERT Solutions for Class 9 History?

Ans. Students can study topics such as – Chapter 1 of NCERT Solutions for Class 9 History.

The French Social System

• The battle existed in the late eighteenth-century
• How a subsistence crisis occurs
• A growing middle class envisions an end to privileges
• France becomes a constitutional monarchy

France abolishes the monarchy and becomes a republic

• The Reign of Terror
• France is ruled by a directory

Was there a Women’s Revolution?

• Slavery’s Abolition
• The Revolution and Everyday Life

Q. What are the democratic rules that sprang from the French Revolution, as mentioned in Chapter 1 of the NCERT Solutions for Class 9 History?

Ans. The following is a list of democratic rights that arose from the French Revolution:

• Freedom of speech
• Freedom of expression
• Freedom of the press
• Elimination of censorship
• Voting rights
• Abolition of slavery
• The right to freedom
• Property rights
• Security rights
• Education rights
• Divorce laws

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History - Class 9

Topic outline

Chapter 1 – the french revolution – 1.

The French Revolution

Q1. fill in the blanks..

                           i.         On the morning of 14 July 1789 , the city of Paris was in a state of alarm.

                          ii.         The Marseillaise is the national anthem of France composed by the poet Roget de L’Isle .

                         iii.         Louis XVI was executed publicly at the Place de la Concorde .

                         iv.         Olympe de Gouges wrote a Declaration of the Rights of Woman and Citizen.

                          v.         The slave trade began in the seventeenth century.

                         vi.         The burden of financing activities of the state through taxes was borne by the third estate alone.

         vii.         Louis XVI was sentenced to death by a court on the charge of treason .

         viii.         Rousseau proposed a form of government based on a social contract between people and their representatives.

                        ix.         Locke sought to refute the doctrine of the divine and absolute right of the Monarch.

                         x.         Jacobins came to be known as the sans-culottes.

Q2. When did France become constitutional monarchy?

Q3. what form of government was in practice in france in 1789.

Ans. Monarchy

  Q4. When did the French Revolution break?

Ans. 14 July 1789

Q5. Which term was used in France for newly elected assembly in 1791?

Ans. National Assembly

Q6. Write the name of any prominent revolutionary woman of France.

Ans. Olympe de Gouges

Q7. Who followed the policy of severe control and punishment in France?

Ans. Robespierre

Q8. Name the tax which was paid directly to the state in France.

Ans. Taille

Q9. In which year slavery was finally abolished in France?

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

Q10. Who wrote the book two treatises of government?

Ans. John Locke wrote the book ‘Two Treatises of Government’.

Q11. On which date the agitated crowd of France stormed and destroyed the Bastille. Or When did the agitated crowd of France destroy the Bastille?

Ans. 14th July, 1789

Q12. What was the main object of national assembly in France while drafting the constitution in 1791?

Ans. Its main object was to limit the powers of the monarch.

Q13. Who was the ruler of France in 1789?

Ans. Louis XVI was the ruler of France in 1789.

Q14. What does a sceptre stand for?

Ans. Sceptre stands for symbol of royal power .

  Q15. What sort of clothes were worn by the Jacobins?

Ans. long striped trousers and red cap

Q16. Who wrote the book ‘The Social Contract’?

Ans. Rousseau wrote the book ‘The Social Contract’.

Q17. In which book Rousseau mention the idea of one person, one vote?

Ans. The social contract

Q18. Who was defeated in the battle of waterloo?

Ans. Napoleon Bonaparte

Q19. Who wrote the spirit of the laws?

Ans. Montesquieu wrote ‘The Spirit of the Laws’.

Q20. Which period is referred to as the reign of terror?

Ans. The period from 1793 to 1794 is referred to as the Reign of Terror.

Q21. In which year French women got the right to vote?

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

Q22. Between which three countries was triangular slave trade held?

Ans. Triangular slave trade was held between Europe, Africa and the America.

Q23. Which was the most revolutionary social reform of the Jacobin regime?

Ans. One of the most revolutionary social reforms of the Jacobin regime was the abolition of slavery in the French colonies.

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Arinjay Academy » Social Science Class 9 » Class 9 History Chapter 1 Extra Questions and Answers

Class 9 History Chapter 1 Extra Questions and Answers

Class 9 History Chapter 1 Extra Questions and Answers covered all the topics explained in The French Revolutions.  Chapter 1 on The French Revolution begins with an overview of the French society in the late eighteenth century. The following section discusses the factors that led to the outbreak of the revolution and how France became a constitutional monarchy. The next section focuses on how France established itself as a republic. The French Revolution also discusses the role of women in the revolution, how the revolution led to the abolition of slavery and changed the everyday life of people.

The French Revolution Class 9 Chapter 1 deals with the long drawn struggle of the French citizens to claim their rights and establish a democracy.

Class 9 History Chapter 1 Extra Questions are Answered in detail by our team of experts which includes teachers and professionals. These solutions have been compiled in an easy to understand manner, keeping in mind, the perspective of strong, and weak students. We are providing  NCERT Solutions for Class 9  all subjects which can be accessed by  clicking here .

Class 9 History Chapter 1 Extra Questions and Answers – Very Short : 1-2 Marks

Ques.1: Who took over as the King of France in 1774?

Ans.1: Louis XVI of the Bourbon family took over as the king of France in 1774.

Ques.2: What estates was the French society divided into?

Ans.2: French society was divided into three estates:

• The Clergy: It consisted of all the members of the Church.
• The Nobility: This was the land-owning class.
• The Third Estate : It comprised of various different sections among itself. The top tier consisted of rich, land-owning businessmen, lawyers, officials, etc. who owned land and were educated. The second group consisted of artisans and peasants. The lowest and most marginalized section consisted of small peasants, servants, and landless labourers.

Ques.3: What privileges were enjoyed by the Clergy and the Nobility?

Ans.3: The Clergy and Nobility enjoyed privileges by birth. Both the estates were exempted from paying any kind of taxes and the Nobility further enjoyed the feudal privilege, whereby they extracted services from the peasants.

Ques.4: Name the authors of the following books.

• a) Two Treatises of Government
• b) The Spirit of the Laws
• c) The Social Contract

Ans.4: The authors of the following books were:

a) John Locke b) Montesquieu c) Jean Jacques Rousseau

Ques. 5: What was the Estates General?

Ans.5: The Estates General was a political representative body that assisted the king to formulate new laws. All three estates elected their representatives for the Estates General.  

Ques.6: How many members did the Estates General have? How many representatives did each estate have?

Ans.6: The Estates General had a total of 900 members . Out of these, 300 belonged to the clergy and nobility each. The remaining 300 were the representatives of the third estate.

Ques.7: Who led the National Assembly?

Ans.7: The National Assembly was led by Mirabeau and Abbe Sieyes.

Ques.8: Who were the active and passive citizens?

Ans.8: The citizens who received the right to vote were regarded as the active citizens. i.e. those men above the age of 25 and who paid taxes equivalent to a labour’s three-say salary. And got the right to vote. On the other hand. those men who couldn’t pay such high taxes and the section of women who were denied the right to vote were regarded as the passive citizens.

Ques.9: What was the Declaration of the Rights of Man?

Ans.9: The Declaration of the Rights of Man was a list of all the rights that were described by the National Assembly as ‘natural and inalienable rights’, that each individual had. It was the duty of the state to safeguard these rights of the citizens. The major rights included the right to life, freedom of liberty, expression, and speech, and equality before the law.

Ques.10: Name the political symbols used in the Declaration of the Rights of Man.

Ans.10: The symbols used in the Declaration of the Rights of Man include;

• The broken chain
• The bundle of rods and fasces
• The eye within a triangle radiating light
• Snake biting its tail to form a ring
• Red Phrygian cap
• Blue-white-red
• The winged woman
• The law tablet

Ques.11: What was Marseillaise?

Ans.11: Marseillaise was one of the very popular patriotic song’s during the French Revolution. The poet Roget de L’Isle composed this song. Later on, it was adopted as the national anthem of France.

Ques.12: What was the Jacobin club? Who was their leader?

Ans.12: Jacobin club was a political club formed in 1791 after the king entered into a secret alliance with Prussia. The club was formed to discuss the policies of the government. The members of the club included peasants, labourers, small shopkeepers, etc. The club was led by Maximilian Robespierre.

Ques.13: When did France become a republic?

Ans.13:  The monarchy in France was abolished on 21 September 1792, and hence, France became a republic.

Ques.14: When and where was Louis XVI executed?

Ans.14: Louis XVI was publicly executed on 21 January 1793 at Place de la Concorde.

Ques.15: What period is referred to as the Reign of Terror?

Ans.15: The period from 1793 to 1794 is referred to as the Reign of Terror. During this period, Robespierre’s government became extremely brutal and no criticism was tolerated.

Ques. 16: What was guillotine?

Ans.16: Guillotine was a device that consisted of two poles and a blade. It was used to behead people. It was designed by Dr. Guillotin and hence was named after him.

Ques.17: When was slavery abolished in French colonies?

Ans.17: Slavery was abolished in 1848 in the French colonies.

Ques.18: Who became the king of France in the year 1804?

Ans.18: Napoleon Bonaparte crowned himself as the king of France in 1804.

Ques.19: Who wrote the influential pamphlet “What is the Third Estate?”

Ans.19: Abbe Sieyes wrote the influential pamphlet.

Ques.20: Name the famous political clubs formed by women.

Ans.20: The most famous women’s political clubs was the Society of Revolutionary and Republican Women.

Class 9 History Chapter 1 Extra Questions and Answers – Short Answer Type Questions: 2-4 Marks

Ques.1: Describe the storming of the Bastille.

Ans.1:  The public of France had long been subjected to endless injustice and struggle. It was on the morning of 14 July 1789 that the revolt finally broke out. The military troops were placed in the city already. There was a rumor that the king was going to order the troops to fire bullets on the citizens. All the agitated citizens assembled themselves in front of the town hall and resisted these armies. These people broke into the government buildings to procure arms. A part of this crowd marched towards the Bastille, which was the fortress-prison. The citizens stormed into the prison, freed the locked-up prisoners,  procured the arms and ammunitions found therein and fought the troops. The Bastille was also destroyed as it represented the despotic power of the king. This violent event came to be known as the ‘storming of the Bastille’.

Ques.2: What was the subsistence crisis?

Ans.2: France witnessed an increase in population from 23 million in 1715 to 28 million in 1789. This increase in population caused an increased demand for food grains. However, food production did not rise accordingly so as to meetup the needs of the increased population. This led to an increase in the price of food grains. This, in turn, increased the bread prices in the nation, which was the staple food for the majority of the population.

Another problem arose from the fact that most of the population was employed on fixed wages. The wages did not rise with rising food prices, making it difficult for people to afford food. The resulted impact of all these problems was the subsistence crisis.

Ques.3: Which section of the society emerged during the revolution and how did they contribute to the revolution?

Ans.3: There was a section of the society that earned money with the help of overseas trade and manufacturing and textiles. This section eventually gained wealth and emerged as the middle class. This section of the society was wealthy and educated and the peasants and labourers depended on them to fight against the injustice being done to the society. As the middle class consisted of educated people like lawyers and administrative officials, they strongly condemned the concept of privilege by birth. They envisioned a society based on freedom and liberty, where there was equality and opportunity were for all. This section widely discussed the ideas put forth by philosophers like Locke and Rousseau. They also read aloud the poems and discussed ideas publicly for the people who could not read and write.Thus we can say that the middle-class greatly contributed to the success of the revolution.

Ques.4: State the major symbols used in the Declaration of the Rights of Man and Citizens. What did each one of them stand for?

Ans.4: The major symbols used in the Declaration of the Rights of Man and Citizens include:

• The broken chain: Chains were used to tie citizens. The broken chain thus represented freedom.
• The bundle of rods or fasces: It propagated that strength lies in unity. It is easy to defeat one person, but not a massive group united with the same cause.
• The eye within a triangle radiating light: The eye represented knowledge and the radiating light aims at removing ignorance.
• Sceptre: It symbolized royal power.
• Snake biting its tail to form a ring: This ring symbolized eternity.
• Red Phrygian cap: This cap represented the freedom of a slave and was worn by them once they were free.
• Blue-white-red: These are the national colors of France.
• The winged woman personified the law.
• The Law Tablet: It represented equality before the law.

Ques.5: Describe the Reign of Terror.

Ans.5: The Reign of Terror refers to the period from 1793 to 1794. After the king was executed, and the Jacobins formed the government. Their leader, Maximilian Robespierre turned autocratic with the passing time and imposed severe and strict regulations in the country along with strong punishments. All the people who were against the republic, mostly noblemen and the clergy and those who were against the methods and ideas of Robespierre were arrested. They further faced trial in courts, and if found guilty, they were guillotined. The guillotine was a device that consisted of two poles and a blade. It was used to behead people. It was designed by Dr. Guillotin, hence was named after him.

Authoritarian laws placing a maximum ceiling on the wages and prices were passed, peasants were forced to sell their produce in the city at fixed prices. Foods like meat and bread were rationed, and all citizens were now forced to eat the equality bread, made of whole wheat. The words to address men and women were changed to citoyen and citoyenne, meaning citizen. Church buildings were confiscated and converted into offices or barracks.

Owing to his relentless policies, Robespierre was convicted in July 1794, and arrested and guillotined the very next day.

Ques.6: How did the revolution transform the lives of the citizens?

Ans.6: After the French Revolution, all the upcoming governments formulated laws that would promote and safeguard the right to freedom and liberty of citizens. The most important change adopted was the abolition of censorship. People were no longer prohibited from publicly discussing ideas. Old plays, newspapers, songs, etc. were allowed to be performed and published. Freedom of expression became a fundamental right. People could express their opinions freely. The press was no longer under any control or restrictions. Articles, reports, etc. could now be published freely and propagated. Criticism through print, i.e. publishing of opposing views was welcomed. These print copies spread across the country like wildfire, informing people of the current happenings in the nation.

Songs, plays, and discussions at public places became widely popular to reach the illiterate masses.

Class 9 History Chapter 1 Extra Questions and Answers – Long Answer Type Questions: 4-6 Marks

Ques.1: Describe in detail the outbreak of the French Revolution.

Ans.1: When Louis XVI inherited the throne of France, he stumbled upon an empty treasury barely enough to sustain the kingdom. In order to meet the expenses of maintaining the extravagant court, the public institutions, universities, and the nation, he had no other option but to increase the taxes.However, as the case was earlier this burden was solely expected to be borne by the third estate.

In order to introduce further new taxes, Louis XVI called the meeting of the Estates General, a representative political body to discuss and then pass the new taxes, on 5 May 1789. The Estates General consisted of a total of 900 members, of which 300 represented the clergy and nobility each. The remaining 300 were the representatives of the third estate. These were the educated and prosperous members of the third estate. Women, peasants, and artisans were not allowed in the Estates General. Traditionally, each estate in the Estates General had one vote per head. However, this time the representatives of the third estate demanded that each member should have one vote instead of the earlier practice. Upon the rejection of the demand put forward by the third estates, the representatives  walked out of the meeting. They all assembled in an indoor tennis court on the 20 th of June and decided to not move until they framed a constitution that would limit the powers of the king. This oath came to be popularly known as the “Tennis Court Oath”. They called themselves the National Assembly. Mirabeau and Abbé Sieyès led this Assembly.

When the constitution was being framed, the rest of France was chaotic and unstable. The agriculture was severely hit by bad winters, and the people faced a subsistence crisis. The food items were hoarded and the prices rose drastically. Around the very same time, the king positioned the troops in the city.Owing to all that was going on the angered citizens, therefore, on 14 July 1989 organized themselves into a militia and stormed the Bastille. The houses of the people belonging to the second estate were looted, resources were hoarded, and documents burnt.

As a result of this outbreak, the king was forced to recognize the National Assembly and accept the Constitution along with the changes it suggested. Hence, France became a constitutional monarchy, the feudal system was abolished and the members of clergy and nobility had to give up their privilege by birth. All the taxes were abolished and the land owned by the Church was confiscated. The government thus acquired assets worth 2 billion livres.

Ques.2: What were the results of the French Revolution?

Ans.2: After the outbreak of the French Revolution, certain major changes were brought in. The draft of the Constitution was presented by the National Assembly in 1791. The major reason behind the preparation of the constitution was to limit the powers of the monarch. The major results of the revolution included the following:

• The Constitution of 1791 stated that the administration will from then on consist of an executive, legislature, and the judiciary. The executive included King and other ministers. The judge was elected directly by the people.
• The legislature consisted of the National Assembly and electors who elected the Assembly.
• The National Assembly was bestowed with the responsibility to formulate the laws for the country. It was elected indirectly.
• The citizens elected a group of electors who were in turn responsible to elect the National Assembly.
• Another major change was the Declaration of the Rights of Man and Citizens. The Constitution began with the Declaration. The declaration stated that humans have certain inalienable and natural rights that can never be taken away. These rights included the right to life, equality before the law, freedom of speech, etc. It was the duty of the state to safeguard these rights.

However, it was not a win-win situation for all citizens of the country as only those men who belonged to the bracket of high taxpayers were allowed to vote and stand for elections known as the active citizens. The rest who were not allowed to vote were called the passive citizens.

Ques.3: How did France become a Republic? What was the contribution of the Jacobin club?

Ans.3: Even after the adoption of the constitution, there was still instability in the country. Louis XVI secretly held negotiations with Prussia to send in troops. Other kings in Europe too feared the advancements in France and were willing to send their troops into the country. but before the troops could be sent, the National Assembly declared war against Prussia and Austria. Hundreds and thousands of volunteers joined to fight in the battle. Patriotic songs were sung widely. Marseillaise was the most popular patriotic song and later was adopted as the national anthem of France.

Owing to the wars, there were massive losses that led to economic instability. Women were among the worst sufferers as they had to run the household as well as had to feed their families, as men were away fighting the wars. The revolution continued as the passive citizens no longer accepted their fate and demanded equality and the right to vote. Political clubs came into existence, providing people with a platform to plan their course of action and discuss government policies. The Jacobin club was the most popular club. Women participated in the revolution actively as well.

The Jacobin club consisted mostly of the members of the third estate. Small shopkeepers, shoemakers, artisans, servants, and daily-wage workers constituted the club. They were led by Maximilian Robespierre. To set themselves apart, a large group of people among the Jacobins started wearing striped trousers, without knee-breeches. They were soon recognized as sans-culottes, ‘those without knee-breeches’. They also wore a red cap, symbolizing liberty.

Then in 1792, an insurrection took place against the high prices and short supplies of food. Eventually, the king was held hostage and later the Assembly voted to imprison the royal family. Then, the elections were held and all men of age 21 years and above were granted the right to vote taking the first step towards equality.

The assembly thus elected came to be known as the Convention. It was on 21st September 1792 that the monarchy was established in France and it was declared as a republic. The following year, the court charged him of treason and Louis XVI was publicly executed on 21st January 1793.

Ques.4: Discuss the role of women in the French Revolution.

Ans.4: Women were among the worst sufferers during the French Revolution, especially the ones belonging to the third estate. They were denied the right to vote, and those belonging to the third estate had to work to earn a living when the men were away fighting wars. However, the wages they received were way less than what men were paid for the same jobs. They did jobs like laundering or worked as domestic help, sold fruits, vegetables, and flowers. They did not receive any education. They also had to work hard to run the households.

Eventually, women began forming their own clubs to discuss the issues facing them and to raise their voice against the injustice being done to them. The most famous of them were the Society of Revolutionary and Republican Women. Their major demand was to get recognized as active citizens and be given the right to vote. They considered it to be a way to represent their interests in the government.

With the coming of the new government to power, several laws were passed in the favour women. Schooling was made compulsory for girls and their fathers could no longer force them to marry. Women were granted the right to divorce their husbands. They could now train themselves for jobs and run businesses. However, their struggle did not end. During the Reign of Terror, women’s clubs and their political activities were banned, and women were arrested and executed without any lawful justification.

Women in France continued to struggle for another two hundred years before they were granted the right to vote in 1946 and finally could achieve an equal status in the society.

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NCERT Solutions for Class 9 History 2024-25

• NCERT Solutions
• Social Science India And The Contemporary World

NCERT Solutions for History Class 9 (India and the Contemporary World - I) - FREE PDF Download

The NCERT Solutions for History Class 9 (India and the Contemporary World - I) provides an in-depth exploration of key historical events and themes that have shaped the modern world and India’s place within it. The Class 9 History curriculum covers a wide range of topics, including the French Revolution, Nazism and the Rise of Hitler, Socialism in Europe, and India’s Freedom Struggle. 

By using these solutions, students can gain a better understanding of India's history and its significance in the contemporary world, ensuring they are well-prepared for their exams. These NCERT Solutions Class 9 Social Science materials are extremely useful for students following the CBSE Class 9 Social Science Syllabus and higher classes.

NCERT Solutions for Class 9 History Chapter-wise Links - Download the FREE PDF

The following Chapters have been removed from History NCERT History Class 9 for the Academic year 2024-25:

Peasants and Farmers

History and Sport: The Story of Cricket

Clothing: A Social History

Below is the pictorial representation of the History Class 9 NCERT history syllabus for better understanding.

Quick Overview of NCERT Solutions Class 9 History

The NCERT Solutions for History Class 9 provide detailed and clear answers to all textbook questions.

They assist students in understanding key historical events and concepts.

Each chapter in NCERT History Class 9 is organised into simple sections for easy comprehension.

These solutions are beneficial for thorough exam preparation and effective revision.

They offer a strong foundation in India's history and its significance in the global context.

NCERT History Class 9 solutions support students in achieving excellent academic performance.

NCERT Solutions for Class 9 History: Chapter Details, Concepts, and Important Links

Chapter 1:  the french revolution .

NCERT Solutions for Class 9 History Chapter 1 looks closely at the French Revolution, a major event in history.

This chapter helps us understand why the revolution started, what happened during it, and its effects on society.

It explains the social, political, and economic reasons behind the French Revolution.

It discusses the roles of different groups like the middle class, peasants, and workers in the revolution.

Key events such as the storming of the Bastille, ending feudal privileges, and the Reign of Terror are covered.

History NCERT Class 9 Chapter 1 talks about important people like Louis XVI, Marie Antoinette, and other leaders of the revolution.

It also highlights what happened after the revolution, including the rise of Napoleon and the spread of revolutionary ideas.

Important Topics Covered in Chapter 1:  The French Revolution

Causes of the French Revolution

The Estates-General and the National Assembly

The Fall of the Bastille

The Declaration of the Rights of Man and Citizen

The Reign of Terror

The Rise of Napoleon Bonaparte

Impact of the French Revolution on France and the World

Along with Class 9 History NCERT Solution, you can also refer to Class 9 The French Revolution Revision Notes and The French Revolution Important Questions .

Chapter 2: Socialism in Europe and the Russian Revolution

NCERT Solutions for Class 9 History Chapter 2 explores the rise of socialism in Europe and the key events of the Russian Revolution, highlighting their impact on history.

NCERT History Class 9 Chapter 2 explores the origins and spread of socialism throughout Europe.

It covers the causes and key events that led to the Russian Revolution.

The roles of important figures in the revolution are highlighted.

The chapter examines the effects of the revolution on Russian society and its global implications.

It discusses the challenges faced by socialist movements and their eventual outcomes

Important Topics Covered in Chapter 2: Socialism in Europe and the Russian Revolution

The rise of socialism in Europe

Key figures in the socialist movement

Causes of the Russian Revolution

Major events of the Russian Revolution

Impact of the revolution on Russian society

The long-term significance of the Russian Revolution

Challenges and outcomes of socialist movements

Along with Class 9 History NCERT Solution, you can also refer to Class 9 Socialism in Europe and the Russian Revolution Revision Notes and Socialism in Europe & the Russian Revolution Important Questions .

Chapter 3: Nazism and the Rise of Hitler

NCERT Solutions for Class 9 History Chapter 3 offers a clear understanding of the rise of Nazism and Adolf Hitler's ascent to power, highlighting crucial historical events and their significant impacts.

NCERT History Class 9 Chapter 3 outlines the emergence of Nazism in Germany and the factors that led to Hitler's rise to power.

It details the political, social, and economic conditions in Germany after World War I.

The chapter delves into the key ideologies of Nazism and their influence on Nazi policies and actions.

It highlights the impact of Nazi rule on various sections of society, particularly minorities, and the devastating consequences of these policies.

History NCERT Class 9 Chapter 3 is essential for understanding the historical context of World War II and the Holocaust.

Important Topics Covered in Chapter 3: Nazism and the Rise of Hitler

Emergence of Nazism

Rise of Hitler

Nazi Ideology

Impact on Society

World War II

Along with Class 9 History NCERT Solution, you can also refer to Class 9 Nazism and the Rise of Hitler Revision Notes and Nazism and the Rise of Hitler Important Questions .

Chapter 4: Forest Society and Colonialism

NCERT History Class 9 Chapter 4 explores the impact of colonial rule on forest societies and their environments.

It discusses how British policies altered traditional forest management practices.

The chapter examines the resistance movements by forest communities against colonial exploitation.

It highlights the changes in the lifestyles and livelihoods of forest dwellers due to colonial interventions.

History NCERT Class 9 Chapter 4 underscores the importance of forests in sustaining local economies and cultures and their continued relevance.

Important Topics Covered in Chapter 4: Forest Society and Colonialism

Colonial Impact on Forests

Traditional Practices

Resistance Movements

Changes in Livelihoods

Environmental Impact

Cultural Significance of Forests

Along with Class 9 History NCERT Solution, you can also refer to Class 9 Forest Society and Colonialism Revision Notes and Forest Society & Colonialism Important Questions .

Chapter 5: Pastoralists in the Modern World 

NCERT Solutions for Class 9 History Chapter 5 provides insights into the lives of pastoralists and their role in the modern world.

NCERT History Class 9 Chapter 5 explores the historical development and transformation of pastoralist societies.

It examines the effects of colonial rule and modern state policies on the livelihoods and lifestyles of pastoralists.

Students will gain insights into how pastoralists adapt to changing environmental and political landscapes.

History NCERT Class 9 Chapter 5 addresses the current challenges faced by pastoralist communities.

It highlights the importance of preserving the cultural heritage and traditional knowledge of pastoralist groups.

Important Topics Covered in Chapter 5: Pastoralists in the Modern World

Transformation of Pastoralist Societies

Impact of Colonial Rule on Pastoralists

Modern State Policies and Pastoralist Lifestyles

Adaptation Strategies of Pastoralists

Contemporary Challenges for Pastoralist Communities

Cultural Heritage and Knowledge Systems of Pastoralists

Along with Class 9 History NCERT Solution, you can also refer to Class 9 Pastoralists in the Modern World Revision Notes and Pastoralists In The Modern World Important Questions .

Benefits of Referring to Vedantu’s NCERT Solutions For Class 9 History (India and the Contemporary World - I)

Vedantu's NCERT Class 9 History, available in easy PDF format, provides several student benefits. These solutions are intended to improve comprehension and assist in good exam preparation. Here are some of the main advantages:

Vedantu's solutions offer comprehensive answers to NCERT textbook questions, providing clear, concise explanations in simple language. 

Each chapter provides in-depth information on significant historical events, helping students gain a comprehensive understanding of history.

Chapters are structured to provide context and background, making it easier for students to grasp the relevance and impact of historical events.

The chapters are aligned with the CBSE syllabus, ensuring that students are well-prepared for exams with relevant content.

By engaging with the chapters, students develop skills in historical research, analysis, and interpretation, which are valuable for academic success and beyond.

Regular use of Vedantu's solutions for NCERT Class 9 History can improve students' performance in history, ensuring they understand key points and important details for exams.

NCERT Solutions for Class 9 Social Science (India and the Contemporary World - I) can be a powerful tool to elevate your understanding of the historical and social landscapes covered in the textbook. They offer clear explanations, equip you for exams with practice questions aligned to CBSE expectations, and might even help you hone your analytical skills. 

Related Important Links for Class 9 History

Along with this, students can also download additional study materials provided by Vedantu for CBSE Class 9 Social Science History–

FAQs on NCERT Solutions for Class 9 History 2024-25

1. How can you understand the physical features of India from the NCERT Class 9 History?

You can look into the NCERT Class 9 History questions and answer sets to understand India’s physical features in detail. A pointwise approach followed during the notes’ preparation allows you to have a concise version of the otherwise lengthy chapter you study at your school. All the aspects of the physical features of India are described in separate segments. You can also practise answering the questions at the end of the solution, giving you the confidence to answer any questions from the chapter in any examination at your school or boards.

2. Why should you refer to the NCERT Solution (India and the Contemporary World - I) from Vedantu?

NCERT Solution of Class 9 History questions and answers by Vedantu have provided a detailed description of India’s climate. This solution set has described all the seasons with their duration and the affected land regions. Monsoon is especially emphasised in this solution set with an indication of its socio-economic and cultural impacts. The solutions have also focused on the reasons behind such climatic changes and their effect on flora and fauna’s landforms and lives. It lays special emphasis on the effect of such changes on the country’s economy. The students will score high in any examination if they study from this solution set.

3. What are the chapters covered in Class 9 Social Science India and the Contemporary World?

The chapters covered in class 9 Social Science India and the contemporary world include:

 i. The French Revolution

ii. The Russian Revolution and Socialism in Europe

iii. Nazism and the Rise of Hitler

iv. Forest Society and Colonialism

v. Pastoralists in the Modern World

vi. Peasants and Farmers

vii. Sport, History: The Story of Cricket

viii. Clothing: A Social History

4. How can Vedantu’s NCERT Solutions assist in clarifying doubts and difficult concepts?

Vedantu’s NCERT Solutions helps clarify doubts and difficult concepts by offering detailed, step-by-step explanations that simplify complex topics. The use of clear, straightforward language makes it easy for students to understand and follow along. Each solution thoroughly addresses specific questions, ensuring comprehensive coverage of the material. This method leaves little room for confusion and enhances the learning experience. Overall, Vedantu's solutions to Class 9 History questions and answers make studying more accessible and effective for students.

5. How can I understand Class 9 History Solutions?

The best way to understand Class 9 Social Science is to study from Vedantu. NCERT Solutions for all the chapters are created by subject matter experts. Vedantu provides chapter-wise solutions on the Vedantu website and app free of cost so that students can prepare for their exams. The solutions are also available in the form of PDF. Students can download it and can study offline. The solutions and study material are written in simple and understandable language. Click on the link NCERT Solutions of Social Science Class 9 to download solutions.

6. What are the steps to make an effective study plan for Class 9 History Solutions?

Follow the given steps to make a study plan for Class 9 Social Science:

Make a timetable such that it includes all the subjects.

Allot 1 - 1.5 hours to each subject.

Also, mention playtime in your schedule.

Don't study continuously for long hours.

Practice questions after reading a particular chapter.

Make notes for each chapter.

Keep your mind fresh while studying.

Do yoga in the morning and eat healthy food to keep yourself fit.

7. How to score good marks in Class 9 History Solutions exams?

Vedantu provides NCERT Solutions and the study material for all the chapters of History Class 9 Solutions. These NCERT Solutions cover all the questions of all chapters. These notes and solutions are prepared by subject matter experts in very simple language so that children can understand them easily. To score well in exams, students must practise questions and read notes from Vedantu. The study material is available in the form of a PDF. To download, click on the link NCERT Solutions of Social Science Class 9.

8. Are Vedantu’s NCERT for History Class 9 Solutions enough to prepare for your final exams?

Yes, Vedantu’s NCERT History Class 9 Solutions have been created in a way that students can learn all the key topics easily. If you were unable to get your doubts cleared during the class, you can use these solutions to clarify them and get a better score on your exam. These solutions are some of the best self-learning guides for your exam. It will improve your problem-solving abilities which are a must for a student. Also, since they can be downloaded in a PDF format for either History, Civics, or NCERT Geography Class 9 PDF, you can access them anytime and anywhere without any constraints.

9. What are the benefits of using Vedantu’s NCERT Class 9 History Solutions?

Here are some of the benefits you will be able to enjoy while using Vedantu’s NCERT Class 9 History Solutions:

All the solutions have been written in easy language so that you can understand the key topics.

All the solutions are framed according to the exam pattern and guidelines set by CBSE.

You can find the solutions book-wise and chapter-wise.

10. What is the cost of Vedantu’s NCERT Class 9 History Solutions?

The NCERT Class 9 History Solutions from Vedantu are available free of cost. All you have to do is visit the link and download the pdf. This way, you will have a way to study them offline as well. We have made the NCERT solutions available for download in PDF format for free so that students can understand the key concepts efficiently without any constraints.

NCERT SOLUTIONS FOR CLASS 9

Cbse class 9 study materials, home tuitions in india.

• Class 9 Syllabus
• Maths Notes Class 9
• Science Notes Class 9
• History Notes Class 9
• Geography Notes Class 9
• Political Science Notes Class 9
• NCERT Soln. Class 9 Maths
• RD Sharma Soln. Class 9
• Math Formulas Class 9

NCERT Solutions Class 9 History Chapter 1 French Revolution

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

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

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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