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

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

UP Board Solutions for Class 9 Social Science History Chapter 1 The French Revolution Textbook Questions and Answers, Additional Important Questions

UP Board Class 9 History Chapter 1 The French Revolution InText Questions and Answers

Activity and In-text Questions

Activity (Page No. 5)

Question 1.
Explain why the artist has portrayed nobleman as the spider and the peasant as the fly.
Answer:
The fly wanders here and there and does hard labour for the food whereas the spider makes the system to trap the fly. Thus the spider does not do any hard labour for food like the fly. Likewise the nobleman makes a system where he gets his food due to his system in which a peasant is trapped to bring all eatables for the nobleman.

In-text Question (Page No. 6)

Question 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.
Answer:
UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution - 1

Activity (Page No. 7)

Question 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:
(1) Arthur Young is conveying the message that the Lords were aware of the situation which would be different if they had chosen the services of free men from instead of slaves.
(2) “Slaves” were the victims of French social system.
(3) He is criticising nobles and the clergies who had made the poor people victims.
(4) He points out a sense of danger in the situation of 1787 in which the victim’s ‘groans can take the form of riots where lords’ families are not safe.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

In-text Question (Page No. 8)

Question 1.
Do you think that during the actual event Bailly would have stood with his back to the assembled deputies?
Answer:
No, Bailly would not have stood with his back to the assembled deputies during the actual event of revolution.

Question 2.
What could have been David’s intention in placing Bailly the way he has done ?
Answer:
David’s intention in placing Bailly at the Tennis court was that;
(i) Representatives of the Third Estate were rigid to throw the old system of governance.
(ii) They were showing their support to Bailly.

Activity (Page No. 13)

Question 1.
Identify the symbols in Box 1 which stand for liberty, equality and fraternity.
Answer:
(1) The broken chain stands for liberty.
(2) The Law Tablet stands for equality.
(3) Blue-white-red : The national colours of France stands for fraternity among all people.

Question 2.
Explain the meaning of the painting of the Declaration of Rights of Man and Citizen by reading only the symbols.
Answer:
(1) The figure or the symbol on the right represents the unity and fraternity among the people of all the three Estates of France.
(2) The symbol on the left symbolises the right to liberty, property, equality, security and resistance to oppression supported by law.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Question 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 thg two documents convey the same idea ?
Answer:
(1) In Article 1, all the citizens are given equal rights. Whereas in Article 6, all citizens have equal right to take part in the formation of law either personally or through their representatives.
(2) Yes, the two documents are consistent.
(3) Yes, both the documents, i.e., Articles 1 as 6 convey the same idea regarding equality of citizens, but in Article 1 there is another idea of liberty of men which is not given in Article 6.

Question 4.
Which groups of French Society would have gained from the Constitution of 1791 ? Which groups would have had reason to he dissatisfied? What developments does Marat (Source B) anticipate in the future ?
Answer:
(1) Members of the Third Estate would Have gained from the Constitution of 1791.
(2) Members of First and Second Estates, i.e., clergies and nobles would have remained dissatisfied because their special privileges were abolished and instead they had to pay taxes in proportion to their means.
(3) Marat anticipates the development in future that when they have managed to cast off the yoke of the aristocrats, they will do the same to the other owners of wealth.

Question 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:
(1) The events in France had casted their shadows on neighbouring countries like Prussia, Austria, Hungary or Spain where absolute monarchies existed.
(2) The kings, nobles and clergies of these countries were afraid from the happenings in France.
(3) The peasants and traders were happy and ready to welcome the same in their countries.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Activity (Page No. 15)

Question 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).
Answer:
The red cap on the head and charter of the Declaration of Rights in the hand of the painting are political symbols.

Question 2.
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.
Answer:
(1) The pyramid stands for equality because all its three sides symbolise that the three Estates have the equal power and rights in constituting the government and its head on the top.
(2) The female figure of liberty symbolises the true liberty because for centuries she was deprived of her freedom.

Activity (Page No. 16)

Question 1.
Compare the views of Desmoulins and Robespierre. How does each one understand the use of state force ?
Answer:
Robespierre understood that use of terror for a democratic government in the time of Revolution was justified. Whereas, Desmoulins said that the state force should be applied on the basis of law.

Question 2.
What does Robespierre mean by ‘the war of liberty’ against the tyranny?
Answer:
Robespierre meant the war of liberty against the tyranny to annihilate the enemies of the republic of home and abroad

Question 3.
How does Desmoulins perceive liberty ?
Answer:
Desmoulins perceives that liberty is happiness, reason, equality, justice. It is the declaration of Rights.

Question 4.
What did the constitutional laws on the rights of individuals lay down ?
Answer:
The constitutional laws laid down the rights of liberty, equality, property, security and resistance to oppression to the individuals.

Activity (Page No. 18)

Question 1.
Whether all of the persons shown in Fig. 12 come from the same social group?
Answer:
Yes, all the persons shown in Fig. 12 are women.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Question 2.
What symbols has the artist included in the image ? if What do they stand for ?
Answer:
The artist has included the following symbols in the image :
(i) horse stands for power and strength.
(ii) women stands for action for their rights,
(Hi) balance stands for equality
(iv) trisul, spear, fersa, swords stand for might and revolt.

Question 3.
Do the actions of the women reflect traditional ideas i of how women were expected to behave in public?
Answer:
No, here the actions of the women do not reflect traditional ideas of how women were expected to behave in public.

Question 4.
What do you think : does the artist sympathise with „ the women’s activities or is he critical of them ?
Answer:
I think : the artist sympathises with the women’s activities.

In-text Question (Page No. 20)

Activity A :

Question 1.
Imagine yourself to be one of the women in Fig. 13. Formulate a response to the arguments put forward by Chaumette (Source G).
Answer:
(i) Very depressing if I would be one of the women in Fig. 13.
(ii) The arguments put forward by Chaumette is not justified only on grounds of the sex organs. Because sex organs have their role only in the biological activities and not in the physical and political activities.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Activity B :

Question 2.
Compare the manifesto drafted by Olympe de Gouges (Source F) with the Declaration of the Rights of Man and Citizen (Source C).
Answer:
(i) The Declaration of the Rights of Man and Citizen (Source C) is about the rights of man and citizen only and not for the rights of women as they are not mentioned in any article.
(ii) Whereas, the Manifesto drafted by Olympe de Gouges (Source F) is about the rights of both men and women on the basis of equality.

Activity (Page No. 21)

Question 1.
Describe the objects lying on the ground. What do they symbolise ?
Answer:
(i) The objects lying on the ground are European clothes.
(ii) The objects like European clothes symbolise that they can be wore on only by Europeans but also by any one who does not have these items.

Question 2.
What attitude does the picture express towards non- European slaves ?
Answer:
The attitude of equality and fraternity of European women towards non-European slaves is expressed by the picture.

Activity (Page No. 22)

Question 1.
What are the images that the artist has used to communicate the following ideas : greed, equality, justice, take over by the state of the assets of the Church ?
Answer:
(i) Greed is symbolised by resisting of fatman.
(ii) Equality is symbolised by a man and a woman together.
(iii) Justice The fat reducing press the symbol of justice.
(iv) Take over by the state of the assets of the Church is symbolised by two persons holding a fatman and taking him towards the fat reducing machine.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Activity (Page No. 24)

Question 1.
Find out more about anyone of the revolutionary figures you have read about in this chapter. Write a short biography of this person.
Answer:
Olympe de Gouges (1748-1793) :
Olympe de Gouges y was one of the most politically active women in revolutionary France. She protested against the Constitution and the Declaration of Rights of Man and Citizen. Because this declaration excluded women from basic rights that each human being was entitled to. She, herself, wrote a Declaration of the Rights of Woman and , Citizen in 1791. She addressed it to the Queen and to the members of the National Assembly. She demanded that they act upon it. In 1793, she criticised the Jacobin government for forcibly closing down women’s clubs. She was tried by the National Convention, which charged her with treason. So, soon after she was executed.

Question 2.
The French Revolution saw the rise of newspapers describing the events of each day and week. Collect information and pictures on any one event and write a newspaper article. You could also conduct an imaginary interview with important personages such as Mirabeau, Olympe de Gouges or Robespierre. Work in groups of two or three. Each group could then put up their articles on a board to produce a wallpaper on the French Revolution.
Answer:
A. An article on the Storming of Bastille :
The city of Paris was alarmed on the morning of 14 July 1787. There was a t rumour all around that the King would soon order army to open fire upon the citizens. Around 7000 men and women gathered in front of town hall and formed a peoples’ militia. A group of them V moved towards the fortress prison, the Bastille, in the hope of finding hoarded ammunition. Angry move stormed the Bastille. It was followed by a fight with the armed forcses in which the commander of the Bastille was killed. Thus the group of peoples’ militia got the prisoners freed, though they were only seven.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

B. Interview with :

1. Mirabeau :
Journalist: Sir (i.e,. Mirabeau), you belong to a noble family and you are leading the people who oppose the nobility.
Mirabeau : I am born in a noble family, it doesn’t mean I will not fight the same if it will do wrong.
Journalist: Sir, will you support the provision of privileges to some classes of society on the basis of their birth right.
Mirabeau : No, I will not support any privileges to be given to a segment of society on the basis of its birth.

2. Olympe de Gouges :
Journalist : Madam (Gouges)! Why are you protesting the Constitution and the Declaration of Rights of Man and Citizens.
Gouges : I am protesting against these because both excluded women from basic rights that each human being is entitled to.
Journalist: Why did you criticise the Jacobin government ?
Gouges : I criticised the Jacobin government because it has forcibly closed down women’s club.

3. Robespierre
Journalist : Sir (Robespierre)! How will you establish and consolidate democracy ?
Robespierre : To establish and consolidate democracy, I will first finish the war of liberty against tyranny at home and abroad.
Journalist: Which method should a democratic government adopt during revolution ?
Robespierre : A democratic government must end the policy of reign of terror at the time of revolutions.

UP Board Class 9 History Chapter 1 The French Revolution Textbook Questions and Answers

Exercises Of Ncert (Page No. 24)

Question 1.
Describe the circumstances leading to the outbreak of revolutionary protest in France. (Annual Exam. 2007)
Or
Explain the circumstances leading to the French Revolution of 1789. (2014-9SGHC6J; 2011-480030, 32, 37)
Or
Describe any five major events that led to the outbreak of the French Revolution. (2016-HQJASPS, TRFIYOl)
Answer:
The following circumstances led to the outbreak of revolutionary protest in France.
(1) The city of Paris was alarmed on the morning of 14th July, 1789.
(2) The King had commanded the troops to move into the city.
(3) Rumours spread all around that the King would soon order the army to open fire upon the citizen.
(4) When Estates General was called upon by Louis XVI on May 5, 1789 the representatives of first and second Estates were seated while 600 representatives of third Estate had to stand at the back.
(5) In addition, the representatives of third Estate were not given equal voting right like the first and the second Estates.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Question 2.
Which groups of French society benefitted 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:
(i) The Middle class people, who were educated and rich, benefitted from the French Revolution.
(ii) The royal family, clergies and nobles were forced to relinquish power.
(iii) The women of the French society would have been disappointed with the outcome of the revolution.

Question 3.
Describe the legacy of the French Revolution for the people of the world during the nineteenth and twentieth centuries.
Or
Describe the legacy of the French Revolution for the people of world during the 19th and 20th centuries. (Annual Exam. 2009)
Answer:
(1) The ideas of liberty, equality and fraternity were the most important legacy of the French Revolution.
(2) These ideas spread from France to the rest of Europe during the 19th century, where feudal systems were abolished.
(3) The 1791 Constitution began, as mentioned before, with a Declaration of the Rights of Man and Citizen. Rights such as the right to life, freedom of speech, freedom of opinion, etc. were considered as basic or natural and inalienable rights which could not be taken away.
(4) Colonised people in Africa, Asia and Latin America reworked the idea of freedom from bondage into their movements to create a sovereign new state.
(5) Tipu Sultan and Rammohan Roy are two examples of individuals who responded to the ideas of liberty and equality coming from revolutionary France.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Question 4.
Draw up a list of democratic rights we enjoy today whose origins could be traced to the French Revolution.
Answer:
Democratic rights of today whose origin could be traced to the French Revolution are :
(1) Right to equality.
(2) Right to liberty of speech, expression and thought.
(3) Right to vote and be elected for political offices.
(4) Right to property.
(5) Right to security.
(6) Right to resistance to oppression.

Question 5.
Would you agree with the view that the message of universal rights was beset with contradictions ? Explain.
Answer:
Yes, the message of universal rights was beset with contradictions.
(1) The women challenged the Declaration of Rights for discrimination on the basis of sex.
(2) Jean-Paul Marat criticised the right to represent the people given in the Constitution as it was available to only rich, and poor and oppressed were deprived off this right.
(3) Desmoulins criticised the Reign of Terror for keeping the liberty under discipline before it attains maturity.

Question 6.
How would you explain the rise of Napoleon ?
Answer:
(1) After the fall of Jacobins the power slipped into the hands of wealthier middle class, thus the non-propertied sections and upper classes (ex-nobles, clergy) were dissatisfied.
(2) The newly appointed Directory often clashed with the legislative council and was frequently dismissed.
(3) This gave rise to a type of political instability in France. Napoleon Bonaparte took this opportunity and rose to power.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Topicwise Questions Introduction

1 Mark Questions (Objective Type)

Question 1.
Who stormed the Bastille, the fortress prison during the last years of 18th century ?
(a) Soldiers
(b) Peasants
(c) Agitated crowd
(d) National Assembly (2012-CBSE-SA-I-45)
Answer:
(b) Peasants

Question 2.
In the context of France, ‘the fall of Bastille! took place on :
(a) 14th July 1789
(b) 20th June 1789
(c) 4th Aug 1789
(d) 5th May 1789 (2011-CBSE-SA-I-480026; 2010-980707-B1, 724-A2)
Answer:
(a) 14th July 1789

Question 3.
Why was the Bastille hated hy all ?
(а) It stood for the despotic power of the king
(b) It housed dreaded criminals
(c) Its army commanders were despotic
(d) It was a store house of ammunition (2011-CBSE-SA-I-480036; 2010-980720-A1)
Answer:
(a) It stood for the despotic power of the king

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Question 4.
What was Bastille ? (2011-CBSE-SA-I-480035)
(a) Dynasty
(b) Palace
(c) Fortress prison
(d) Convent
Answer:
(c) Fortress prison

3/5 Marks Questions

Question 5.
Trace the events which led to the fall of the Bastille. (2013-P72KL2A, XZV3IX6, ERDFXO, LFPSBP)
Or
Describe the incident which took place in the morning of 14 July, 1789 in France. (2016-OKQ5C37; 2015-MK2DKKF)
Answer:
(1) The city of Paris was alarmed in the morning of 14th July, 1789.
(2) The king had commanded troops to move into the city.
(3) Rumours spread all around that the king would soon order the army to open fire upon the citizens.
(4) About 7,000 men and women gathered in front of the town hall and formed a peoples’ militia. They broke into a number of government buildings in search of arms.
(5) Finally, a group of several hundred people marched towards the eastern part of city and stormed the fortress-prison, the Bastille.

1. french society during the late eighteenth century

1 Mark Questions (Objective Type)

Question 1.
Which class of society in France was behind the French Revolution ?
(a) Clergy
(b) Nobility
(c) Middle class
(d) Small Peasants (2012-CBSE-SA-I-34)
Answer:
(c) Middle class

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Question 2.
Who among the following enjoyed certain privileges by birth in France during the late 18th century ? (2012-CBSE—SA-I-34, 35, 36, 44, 63)
(а) Big businessmen and merchants
(b) Peasants and artisans
(c) Clergy and Nobles
(d) Court officials and lawyers
Answer:
(c) Clergy and Nobles

Question 3.
Which among the following is not a philosopher ? (2012-CBSE-SA-I-40)
(a) Rousseau
(b) John Locke
(c) Robespierre
(d) Montesquieu
Answer:
(c) Robespierre

Question 4.
Which of the following books proposed a division of power within government ?
(а) The Social Contract
(b) The Spirit of Laws
(c) Two Treatises of Government
(d) What is the Third Estate (2012-CBSE-SA-I-43, 47, 48, 60)
Answer:
(b) The Spirit of Laws

3/5 Marks Questions

Question 5.
Why did subsistence crisis frequently occur in France during the Old Regime? (2010-980707-B1, 980709-C1)
Or
List any five reasons that led to the subsistence crisis in France during the Old Regime. (2013-BR8GX5R; 2012-46)
Or
What was subsistence crisis that occurred in France during the Old Regime ? Explain. (2016-RZJQHJ7; 2015-5SNLOOO; 2014-TVUPN5P)
Answer:
(1) King Louis XVI and his predecessors of the Old Regime in France did nothing to raise the subsistence level of the Third Estate that paid all the taxes. Instead, they spent huge sums of money on maintaining an extravagant court and a large army.
(2) With the rapid increase in the population of France (23 million to 28 million), demand for foodgrains also increased rapidly.
The price of bread rose rapidly due to the scarcity of grains. Bread was the staple diet of the majority of population.
(3) Most workers were -employed*as~labourers on fixed wages. They suffered the most during the periods of bad harvests which occurred frequently. Their wages could not keep pace with rise in prices.
(4) Things became worse whenever drought or hail hit and reduced the harvest while demand for grains continued to rise. Bakers and hoarders often exploited such a situation.
(5) In addition to bad harvests, scarcity of grain and food riots due to rising food prices, people also suffered and died due to the epidemics occurring frequently during the Old Regime.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Question 6.
What role did French philosophers play in the French Revolution ? (2010-980721-B1, 980709-B1 980711-A1, A2)
Or
Analyse the role of the French philosophers in creating awareness among the people to fight for their rights. (2016-J67ASEU, JCBRS7Y)
Or
Highlight the role of philosophers in the French Revolution. (2016-K4W7AM7, OKQ5C37)
Or
Describe the ideology of any three philosophers who influenced the French Revolution. (2016-ZNTVLFO, WL9155G, 3TBIKNR)
Or
Describe the contribution of the French philosophers in the outbreak of the Revolution of 1789. (2013-GSDELA)
Answer:
Role of philosophers in the French Revolution :
(1) John Locke wrote ‘Two Treatises of Government’ and criticized the divine and absolute rights of the ruler.
(2) Jean Jacques Rousseau wrote ‘The Social, Contract’. He gave the idea of formation of a government based on a social contract between people and their representatives.
(3) Montesquieu wrote ‘The Spirit of the Laws’. He believed in the division of power between three organs of the government.
(4) Philosophers wanted a society based on freedom and equal laws and opportunities for all.
(5) Ideas of philosophers were discussed in salons and coffee houses and inspired them to fight for their rights.

Question 7.
How was the system of estates in the French society organized ? Who constituted the middle class ? What were their ideas about privilege in society ? (2016-GAAQKFR, G06QO24, BH3AGTZ; 2014-8BUTQBK; 2013-ZZRO-95)
Answer:
(1) The French society was organised into three estates. The First and the Second Estates comprised clergy and nobility respectively. The Third Estate consisted of businessmen, traders, merchants, artisans, peasants and servants. ,
(2) Middle class constituted social groups which had earned their wealth through overseas trade and manufacturing. In addition to merchants and manufacturer, the middle class also included professional people such as lawyers, teachers, administrative officials, etc. All these persons were educated and had new ideas.

(3) They believed that:
(i) no group in the society should be privileged by birth.
(ii) person’s social position must depend on his merit.
(iii) a society should be based on freedom and equal laws and opportunities for all.
(iv) Locke, Rousseau, Montesquieu were its main thinkers.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Question 8.
“The inequality that existed in the French society in the Old Regime became the cause of French Revolution”. Justify the statement by giving three suitable examples. (2012-55, 45; 2011-480012; 2010-980715-A1)
Or
Describe the system of estates in which the French society was organised in the eighteenth century. What was the condition of peasants in this system ? (2016-3TB1KNR, 53G75NF, 09H4VID; 2015-KIZPBYW; 2014-WFMRQE7)
Or
How was the French society organized ? What privileges did certain sections of the society enjoy ? Describe. (2013-KVSLUK; 2011-480023, 26, 33; 2010-980720-A1)
Answer:
This is true that the inequality that existed in the French society in the Old Regime became the cause of French Revolution.
(1) The French society was divided in the 18th century into three estates. The First and the Second Estates comprised clergy and nobility respectively. The Third Estate consisted of businessmen, traders, merchants, artisans, peasants and servants.
(2) The members of the first two estates enjoyed certain privileges by birth. Their most important privilege was that they were exempted from paying taxes to the State.
(3) The nobles further enjoyed feudal privileges. They extracted feudal dues from the peasants who had also to render services to the lords.
(4) The Church also extracted its share of taxes called ‘Tithes’ from the peasants.
(5) All the members of the Third Estate had to pay taxes to the State. These included a direct tax, called ‘Taille’, and many indirect taxes.
(6) In this way, the burden of financing the State activities was borne by the Third Estate alone. It created heavy burden on them and created much discontentment.

2. The Outbreak Of The Revolution

1 Mark Questions (Objective Type)

Question 1.
Based on the French Constitution of 1791, who were known as ‘active citizens’ ?
(а) Only men above 25 years of age
(b) The highest bracket of tax payers
(c) Those who were elected by the people
(d) Those who were entitled to vote (2012-CBSE-SA-I-25, 53, 73)
Answer:
(d) Those who were entitled to vote

Question 2.
Which one of the following rights was established as natural and inalienable right by the Constitution of 1791 in France ?
(а) Right to life
(b) Equality before law
(c) Freedom of speech and opinion.
(d) All the above (2012-CBSE-SA-I-35)
Answer:
(d) All the above

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Question 3.
Which one of the following philosophers had forwarded the principle of voting by the assembly as a whole, where each member, should have one vote; during the rule of Louis XVI ? (2012-CBSE-SA-I-42)
(а) Mirabeau
(b) Rousseau
(c) John Locke
(d) Montesquieu
Answer:
(6) Rousseau

3/5 Marks Questions

Question 4.
Write three main features of the French Constitution of 1791. (2010-980710-B1, B2)
Or
Explain any five features of the Constitution of 1791, framed by the National Assembly in France. (2016-47IH577, 8MR950W; 2015-AFTMKWGF; 2014-JMFKYFX; 2012-41-42)
Or
Explain any three features of the Constitution of France drafted in 1791. (2016-HQJASPS, HC96N98)
Answer:
(1) It declared France a constitutional monarchy.
(2) Powers of the king were separated and assigned to the executive, the legislature and the judiciary.
(3) Laws were to be made by the National Assembly.
(4) Only men above 25 years of age, who paid taxes equal to at least 3 days of labourer’s wages, were entitled to vote.
(5) Many rights were given to the people.
(б) To qualify as an elector and as a member of the Assembly, a man had to belong to the highest bracket of taxpayers.

Question 5.
Explain how the new political system of constitutional monarchy in France worked. (2010-980707-A2)
Or
How did the political system work in France under the Constitution of 1791 ? (2015-GO VDEM; 2014-57314YJ; 2013-16DO11R)
Answer:
(1) It made France a constitutional monarchy.
(2) The powers of the government were separated and assigned: to different institutions, the legislature, the executive and the judiciary independently.
(3) The National Assembly was given the power to make laws.
(4) Only men above 25 years of age, who paid taxes equal 3 days of labourer’s wages, were entitled to vote for the National Assembly.
(5) The Constitution began with a declaration of the Rights of Man and Citizen.
(6) It declared the right to life, freedom of speech and opinion and equality before law as natural and inalienable.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Question 6.
Explain any three causes of the French Revolution. (2016-FCDQH7I; 2015-DYOQZ5Z; 2014-CBHI2HO)
Answer:
The causes of the French Revolution are given below:
(1) Social Cause : The French society in the 18th century was divided into three estates which were parts of the feudal system of the middle ages. The Third Estate was highly discriminated and exploited by the nobles, the Church and the King.
(2) Political Cause : King Louis XVI followed anti-people policies. The French army was involved in fighting costly wars. Peasants, artisans and women, who made up the majority of population, were denied entry to the Assembly.
(3) Economic Cause : Long years of war had drained the financial resources of France. The King’s court was extravagant. People were being heavily taxed to meet the State expenses. Shortage of food caused by bad harvests created much unrest among the people.
(4) Psychological Cause : The French philosophers like Rousseau, Locke and Montesquieu supported the people in their struggle against the King and to attain the ideals of liberty and equality.
(5) Immediate Cause : Due to rise in price, people were not in a condition to afford bread. There spread a rumour in the countryside that lords of the manor are going to destroy people’s ripe crops.

Question 7.
Describe any five social and political factors that led to the outbreak of the revolutionary protest in France. (2016-SRE45SQ, JDMCH3T; 2013-J5HSIXL; 2012-60)
Or
Explain the social causes of the French Revolution. (2016-GAAQKFR; 2014-DWPQRNE)
Or
Analyse the three main social causesleading to outbreak of the revolutionary protest in France. (2016-7RFD443; 2014-JLS716W)
Answer:
(1) Social Factors :
(i) The French society was divided into three estates which were parts of the feudal system of the middle age. The Third Estate was highly discriminated and exploited by the nobles, the Church and the King.
(ii) About 60% of land was owned by nobles, the Church and the richer members of the First and Second Estates.
(iii) All taxes were paid by the members of the Third Estate and the first two estates i.e., clergy and nobility were exempted from paying taxes.

(2) Political Factors :
(i) King Louis XVI followed anti-people policies. The French army was involved in fighting costly wars.
(ii) Long years of war had drained the financial resources of France. The King’s court was extravagant. People were being heavily taxed to meet the State expenses. Shortage of food caused by bad harvests created much unrest among the people.
(iii) Under Louis XVI, France helped the thirteen American colonies to gain their independence from the common enemy, Britain.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

3. france abolishes monarchy and becomes a republic

1 Mark Questions (Objective Type)

Question 1.
Which one of the following was the most revolutionary social reforms of the Jacobin regime ? (2012-CBSE-SA-I-45)
(a) Abolition of slavery
(b) Abolition of titles
(c) Abolition of privileges
(d) Abolition of tithes
Answer:
(a) abolition of slavery

Question 2.
In context of France the volunteers from Marseilles sang the Marseillaise, a patriotic song, when they marched into Paris. Who composed this song ?
(а) Maximilian Robespierre
(b) Marie Antoinette
(c) Roget de L’Isle
(d) Mirabeau (2012-CBSE-SA-I-46, 47; 2011-480037; 2010-980701-A1)
Answer:
(c) Roget de L’Isle

Question 3.
What did the Red Cap worn by Sans-Culottes in France symbolize ?
(a) Liberty
(b) Brotherhood
(c) Love
(d) Equality (2012-CBSE-SA-I-48, 57, 71; 2011-480012, 13; 2010-980701-A1) Ans. (a) Liberty

3/5 Marks Questions

Question 4.
Describe any five steps taken by Robespierre Government as a policy of severe control and punishment. (2016-E07 SHHK)
Or
Explain the measures taken by Robespierre to bring equality in the French society. (2016-IO3PN2W, TRFIYOl)
Or
State any three major reforms taken by the Robespierre’s government in France. (2016-KQT9REI, B94Z6TH; 2015-YPAC6NR)
Answer:
(1) Robespierre’s government issued laws placing the maximum ceiling on wages and prices.
(2) Meat and bread were rationed.
(3) Peasants were forced to transport their grain to the cities and sell it at prices fixed by the government.
(4) The use of more expensive white flour was forbidden. All citizens were required to eat the pain d’egalite (equality bread), a loaf made of whole wheat.
(5) Equality was also sought to be practised through forms of speech and address. Instead of traditional Monsieur (Sir) and Madame, all French men and women were henceforth Citoyen and Citoyenne (citizen).
(6) Churches were shut down and their buildings converted into barracks or offices.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Question 5.
Explain the policy of severe control and punishment followed by Robespierre in France. (2015-YPWB45; 2013-JGISA7G)
Or
Who was Robespierre ? Mention any four of the measures taken by him to make his government effective. (2016-3KITSPB, WHWHHLS; 2015-GOVDEM; 2014-JEAOXCN; 2012-47)
Or
Why were the policies taken by the leader of Jacobin Club considered as Policy of severe control and punishment ? (2016-R6ES594, HKBRE05; 2015-O7QW5E0, QXS5LC0)
Answer:
(1) Maximilian Robespierre was the leader of the Jacobin Club, which was the most successful political club formed after 1789. After the abolition of monarchy, he remained the virtual ruler of the French republic from 1793 to 1794.
(2) His reign is r eferred to as ‘The Reign of Terror’ due to the following reasons :
(i) He followed a policy of severe control and punishment.
(ii) All those whom he saw or considered as being ‘enemies’ (and opponents) of the republic were arrested, imprisoned and tried by a revolutionary tribunal. Nearly all of them were guillotined (killed). They included the Monarch and the Queen of France.
(iii) His government issued harsh laws. Peasants were forced to sell their grain in the cities at fixed prices.
(iv) Churches were shut down and their buildings converted into barracks or offices.
(v) He pursued his policies so ruthlessly that even his own people turned against him. He was also guillotined.

Question 6.
What was the role of Jacobins during the French Revolution ? What were they known as ? (2016-WE9462K; 2014-J9O75RW; 2012-47)
Or
Describe the main features of the Jacobin Club in France during the French Revolution. (2016-LTGCOB9; 2014-JLS716W)
Or
Explain the role of Jacobins in the French Revolution. (2011-480026, 33, 43)
Answer:
(1) (i) As the Constitution of 1791 gave political rights only to the richer sections of society, the political clubs became an important rallying point for the people who wished to discuss government policies and plan their own forms of actions.
(ii) Jacobins planned insurrection of the people of Paris who were angry due to food shortage and high prices.
(iii) They stormed the Palace of the Tuileries and held the king hostage for several hours.
(iv) Elections were held. From now on all men of 21 years and above, regardless of wealth, got the right to vote. They helped to produce laws, that improved the lives of women.
(v) The newly elected assembly called ‘Convention’ was formed. It abolished the monarchy and declared France a republic.

(2) They were called Sans-culottes.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

4. Did Women Have A Revolution

1 Mark Questions (Objective Type)

Question 1.
Which of the following law was introduced by revolutionary government in France to improve the lives of women ?
(а) Divorce was made illegal
(b) Women were to marry as per the will of the parents
(c) Schooling was made compulsory for girls
(d) Women were not allowed to become artists (2012-CBSE-SA-I-61)
Answer:
(c) Schooling was made compulsory for girls.

Question 2.
Women in France won the right to vote in :
(a)1945
(b)1946
(c)1947
(d)1948 (2012-CBSE-SA-I-37; 2011-480024, 36;2010-980710-A1, 711-A1)
Answer:
(b) 1946

Question 3.
Who amongst the following introduced laws to improve the lives of women in France ?
(a) Napoleon
(b) Jacobins
(c) Revolutionary government
(d) Directory (2011-CBSE-SA-I-480029)
Answer:
(c) Revolutionary government

3/5 Marks Questions

Question 4.
Explain any five laws introduced by Revolutionary Government to improve the lives of women in France. (2014-J7FZRBE)
Or
Analyse the changes brought about by the Revolutionary Government to improve the status of the French women. (2016-3YJEUUZ; 2015-KQVF01X)
Or
State any three steps taken by the Revolutionary Government in France to improve the lives of women. (2016-S16SS10; 2015-NIHGF4C)
Answer:
(1) Early on, most women had no access to education. The Revolutionary Government now introduced laws to spread education among women and give them job training.
(2) State schools were created. Schooling was made compulsory for all girls. Parents had to follow such a ruling.
(3) Their fathers could no longer force them into marriage against their will. If they did so, they were punished.
(4) Marriage was made into a contract entered into freely and registered under civil law. Parents were expected to have no objection to such a civil marriage.
(5) Divorce was made legal. It was not one-sided (male domination). It could be applied for by both men and women.
(6) Women could now train for jobs of different types. They could become artists or run small businesses if they so desired.

Question 5.
What was the position of women in the French society ? (2016-MN85L0V; 2014-V3YNFZY; 2013-JAWYOA7)
Or
Evaluate the role of women in France before the Revolution. (2016-K4W7AM7; 2015-QJARA79)
Or
Describe the condition of women in 18th century France. (2016-WP1EGH9, MK1W5ML; 2015-NGXU77W; 2014-JMFKYFX)
Answer:
Position of Women in the French Society
(1) Most women of the Third Estate had to work for living.
(2) They worked as seamstresses or laundresses, sold flowers, fruits, vegetables at the market or were employed as domestic servants in the houses of prosperous people.
(3) Most women did not have access to education or job training. Only daughters of nobles and wealthier people , could study at a convent.
(4) Working women had to take care for their families, that is,
(ii) Jacobins planned insurrection of the people of Paris who were angry due to food shortage and high prices.
(iii) They stormed the Palace of the Tuileries and held the king hostage for several hours.
(iv) Elections were held. From now on all men of 21 years and above, regardless of wealth, got the right to vote. They helped to produce laws, that improved the lives of women.
(v) The newly elected assembly called ‘Convention’ was formed. It abolished the monarchy and declared France a republic.

(2) They were called Sans-culottes.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

4. Did Women Have A Revolution

1 Mark Questions (Objective Type)

Question 1.
Which of the following law was introduced by revolutionary government in France to improve the lives of women ?
(а) Divorce was made illegal
(b) Women were to marry as per the will of the parents
(c) Schooling was made compulsory for girls
(d) Women were not allowed to become artists (2012-CBSE-SA-I-61)
Answer:
(c) Schooling was made compulsory for girls.

Question 2.
Women in France won the right to vote in :
(a) 1945
(b)1946
(c) 1947
(d) 1948 (2012-CBSE-SA-I-37; 2011-480024, 36; 2010-980710-A1, 711-A1)
Answer:
(b) 1946

Question 3.
Who amongst the following introduced laws to improve the lives of women in France ?
(a) Napoleon
(b) Jacobins
(c) Revolutionary government
(d) Directory (2011-CBSE-SA-I-480029)
Answer:
(c) Revolutionary government

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

3/5 Marks Questions

Question 4.
Explain any five laws introduced by Revolutionary Government to improve the lives of women in France. (2014-J7FZRBE)
Or
Analyse the changes brought about by the Revolutionary Government to improve the status of the French women. (2016-3YJEUUZ; 2015-KQVF01X)
Or
State any three steps taken by the Revolutionary Government in France to improve the lives of women. (2016-S16SS10; 2015-NIHGF4C)
Answer:
(1) Early on, most women had no access to education. The Revolutionary Government now introduced laws to spread education among women and give them job training.
(2) State schools were created. Schooling was made compulsory for all girls. Parents had to follow such a ruling.
(3) Their fathers could no longer force them into marriage against their will. If they did so, they were punished.
(4) Marriage was made into a contract entered into freely and registered under civil law. Parents were expected to have no objection to such a civil marriage.
(5) Divorce was made legal. It was not one-sided (male domination). It could be applied for by both men and women.
(6) Women could now train for jobs of different types. They could become artists or run small businesses if they so desired.

Question 5.
What was the position of women in the French society ? (2016-MN85L0V; 2014-V3YNFZY; 2013-JAWYOA7)
Or
Evaluate the role of women in France before the Revolution. (2016-K4W7AM7; 2015-QJARA79)
Or
Describe the condition of women in 18th century France. (2016-WP1EGH9, MK1W5ML; 2015-NGXU77W; 2014-JMFKYFX)
Answer:
Position of Women in the French Society
(1) Most women of the Third Estate had to work for living.
(2) They worked as seamstresses or laundresses, sold flowers, fruits, vegetables at the market or were employed as domestic servants in the houses of prosperous people.
(3) Most women did not have access to education or job training. Only daughters of nobles and wealthier people could study at a convent.
(4) Working women had to take care for their families, that is,
cook, fetch water, queue up for bread and look after their children. Their wages were lower than those of men.
(5) In order to discuss and voice their interests women started ‘ their own political clubs and newspapers. They demanded same political rights as men.
(6) Revolutionary government introduced some laws to improve their lives.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Question 6.
Describe the condition of women during the French Revolution and what did they do to voice their interests ?
(2016-B6LQB01, WL9155G; 2015-2PNL3CA; 2013-SHCEE5E, BRWD9ZE)
Or
Why did women participate in various events in the French society ? (2016-HYWXJN, MN85L0V; 2015-YHSC4QG)
Or
Assess the role of women of France during the Revolution in five points. (2016-02SXVDR, QTWH609; 2015-APVZK15)
Answer:
Women’s Role in the French Revolution is described below:
(1) Though women had a low status in the 18th century French society, they played an active role in the French Revolution.
(2) In order to discuss and voice their interest, women started their own political clubs and newspapers.
(3) About 60 women’s clubs came up in different French cities. The Society of Revolutionary and Republican Women were the most ) famous of them.
(4) The Constitution of 1791 had reduced them to passive citizen. So, they demanded the same political rights as men and the right to vote and hold political office.
(5) Their struggle for equal political rights continued during the ‘reign of terror’ even though the government banned their clubs and political activities. Many women were arrested and . executed and finally they had got the right to vote in 1946.

5. The Abolition Of Slavery

1 Mark Questions (Objective Type)

Question 1.
Who among the following abolished the slavery in France ? (2012-CBSE-SA-I-43)
(a) Napolean Bonaparte
(b) Louis XVI
(c) The Jacobin Government
(d) The National Assembly
Answer:
(c) The Jacobin Government

Question 2.
Between which of the following group was the triangular slave trade being held during 17th century ? (2012-CBSE-SA-I-66, 52)
(a) Europe, Africa and America
(b) Spain, Portugal and France
(c) Egypt, India and England
(d) India, Europe and England
Answer:
(a) Europe, Africa and America

Question 3.
Term used for the indigenous people of Africa, South of Sahara desert is :
(a) Gypsies
(b) Negroes
(c) Lamas
(d) Mongols (2011-CBSE-SA-I-480023; 2010-980709-C1)
Answer:
(b) Negroes

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

3/5 Marks Question

Question 4.
Explain triangular slave trade carried on during 18th and 19th centuries. (2011-480028; 2010-980709-AD
Or
Give a brief account on slave trade in France. (2016-09H4VJD)
Or
Describe the triangular slave trade between Europe, Africa and the America. (2016-RF85KRN, SRE45SQ; 2014-AXOOB9V)
Answer:
The triangular slave trade was carried on during the 18th and the 19th centuries in the following ways :
(1) There occurred a shortage of labour on the plantations in the Caribbean when Europeans refused to go and work in the distant lands.
(2) This problem was solved by a triangular slave trade between Europe, Africa and the Americas.
(3) French merchants sailed from the ports of Bordeaux or Nantes (on the French coast) to the African coast. There they bought slaves from local chieftains.
(4) The slaves were branded and shackled. They were then packed tightly into ships which carried them to the Caribbean. There they were sold to plantation owners.
(5) The exploitation of slave labour, thus, met the growing demand in European markets for sugar, coffee, and indigo.

6. The Revolution And Everyday Life

1 Mark Questions (Objective Type)

Question 1.
In which year Napolean Bonaparte crowned himself as Emperor of France ?
(a) 1798
(b) 1860
(c) 1810
(d) 1804 (2011-CBSE-SA-1-480022; 2010-980709-A1)
Answer:
(d) 1804.

Question 2.
Ideas coming from revolutionary France inspired people in India like :
(a) Tipu Sultan and Raja Ram Mohan Roy
(b) Mahatma Gandhi and Jawahar Lai Nehru
(c) Vivekanand and Dayanand
(d) Ahul Kalam and Bhagat Singh (2011-CBSE-SA-I-480025; 2010-980701-C1, 709-C1, 724-A1)
Answer:
(a) Tipu Sultan and Raja Ram Mohan Roy

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Question 3.
In which of the battles was Napoleon finally defeated ?
(a) Russia
(b) Waterloo
(c) Versailles
(d) Paris (2012-CBSE-SA-I-72; 2011-480043; 2010-980720-A1)
Answer:
(b) Waterloo.

3/5 Marks Questions

Question 4.
Explain how did the freedom of speech and expression under the Revolutionary Government in France promote the ideals of Liberty and Equality into everyday practice. (2010-980701-A1)
Or
Assess the changes people witness in every day life after the Revolution of 1789 in France. (2016-J73AW9K; 2015-B7FZNH8, 20UB856)
Or
Examine the results of the abolition of censorship in 1789 in France. (2016-T1PH75U; 2014-NINUQ78)
Answer:
(1) Soon after the storming of the Bastille (in 1789), one important law that it passed was the abolition of censorship.
(2) Under the Old Regime, all written material and cultural activities (e.g., books, newspapers, plays, etc.) could be published or performed only after the prior approval by the censors of the king.
(3) The Constitution of 1791 began with a Declaration of the Rights of Man and Citizen. It proclaimed that freedom of speech and opinion and equality before law were natural rights of each human being by birth. They could not be taken away. The state had to protect them.
(4) Newspapers, pamphlets, books and printed pictures appeared steadily in the towns of France. From there, they travelled into the countryside. These publications described and discussed the events and changes taking place in the country.
(5) The freedom of the press (or print) allowed expression of the opposing views of events. Each side could now try to convince others of its stand on any event or problem.
(6) Much use was made of plays, songs and festive processions which attracted large numbers of people. This was one way to make the people understand the ideas of liberty, equality or justice. The political philosophers had already written much about such ideas or ideals. But only a few educated people could read them as most of the people in France were illiterate then.

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Question 5.
Describe the legacy of the French revolution for the people of the world. (2010-980721-A1)
Or
Describe the legacy of the French Revolution for the people of the world during the nineteenth and twentieth centuries. (2015-60Y420J; 2014-R64JA5B)
Or
Analyse the impact of the French Revolution over Europe and other parts of the world. , (2016-S16SS10; 2015-OIVBM19, 9U2DSS9; 2014-6ZGOM8H; 2013-VMEMHSK2; 2012-43)
Or
Assess the legacy of the French Revolution. Name two Indian leaders, who responded to the ideals of this revolution. (2016-S86VBOR, CIE8G04, ZEDLIDI; 2015-53XKOHO)
Answer:
The legacy of the French Revolution for the people of the world is stated below :
(1) The ideas of liberty, equality and fraternity were the most important legacy of the French Revolution. These ideas spread from France to the rest of Europe during the 19th century, where feudal systems were abolished.
(2) The 1791 Constitution began with a Declaration of the Rights of Man and Citizen. Rights such as the right to life, freedom of speech, freedom of opinion, etc. were considered as basic or natural and inalienable rights which could not be taken away.
(3) Colonised people in Africa, Asia and Latin America reworked the idea of freedom from bondage into their movements to create a sovereign new state.
(4) The new revolutionary ideas spread quickly in French occupied areas in Europe and abroad as well as the overseas possessions of other colonial powers. People in such areas, began dreaming of ‘sovereign nation states’.
(5) Tipu Sultan and Rammohan Roy are two examples of Indian individuals who responded to the ideas of liberty and equality coming from revolutionary France.

Map Based Questions Identification

Features by numbers are marked in the given outline map of France. Identify these features with the help of following information and write their correct names on the lines marked in the map :

1. A region in northern France not affected by the great fear. (2016-7RFD443, 47IH577, CJYDMOR, 3YJEUUZ, 5PHRWYW)

2. The place where an assembly of the Estates General was called on 5 May, 1789. (2014-KULSMD, NUTU09Z, BVBRPS; 2013-TB2BHPF, LFPSBP)
Or
The place where an assembly of the Estates General was called on 1789. (2014-H22F4K9)
3. Capital of France. (2016-1IYWXJN, 3KITSPB, 5TBLYZB, 2015-MB3NOL5, GZWFW3T; 2014-JPJTAN)
4. The place where French Revolution of 1789 was started. (2016-1UHRJCE, 02SXVDR, 3HGMAQU, 2ZJXX59; 2014-49B1WCU; 2013-16D011R, JMY1684, JAWYOA7, SPBLY, ZDHV8UR, RHCVC7B, 1EJLYE)
Or
A fortress-prison stormed by the people of France in 1789. (2014-AAJ8YEX; 2013-925XJ5S, 8SJQQW0, 9FU8T3T, MRFHTOP, BRWD9ZE, 5M402LN)
Or
Prison storm place. (2014-CZWMT21,1S5F2ZH) 2013-SHCEE5E, GSDELBS, JGISA7G, XZV3IX6, 239FY1P)
Or
Court at the immense palace. (2014-M95UL03, UYH2F27)
Or
The city near which the jail of Bastille was attacked by agitated people. (2015-RJQXOOQ)
Or
The city where the fortress like prison Bastille was stormed. (2016-HQJASPS, ZNIVLFO)
5. Region of Western France that was not affected by the Great Fear. (2013-ADHBLY)
Or
Region not affected by Great Fear. (2015-A9AANZJ)
6. The region not affected by the Great Fear. (2016-OHJ6SR5, 1UHRJCE, 3HGMAQU, 3KIYSPB; 2014-AAJ8YEX; 2013-JAWYOA7)
7. The port of France enriched due to slave trade. (2016-02SXVDR, 8MR950W, 8RUI8L0, B6LQB01; 2014-VKAWXM; 2013-ZDHU8UR, Q1EJLYE, 16D011R, MRFHTOP, JMY1684)
Or
A port related to slave trade (2015-0IIYLMN, MB3NOL5)
Or
An epicenter of main panic movement in Northern France. (2016-LGFI2IQ, VWURKDA, B9426TH, UBYBPPI)
8. Epicentre of main panic movement in Eastern France. (2014-CZWMT21; 2013-PMSLUK, SHCEE5E, GSDELA, XZV3IX6)
9. Epicentre of main panic movement in Western France. (2014-CZWMT21; 2013-236FY1P, SHCEE5E, GSDELA, XZV3IX6)
Or
The epicentre of main panic movement. (2015-20MBN0L5; 2014-J9075RW)
Or
Epicentre of main panic movement. (2015-WHWSL5Z)
10. A port of France related to slave trade. (2014-AAJ8YEX; 2013-SPBLY, JGISA7G, BK8GX5R, RHCVC7B, IK2F216, 925XJ5S)
Or
A port related to slave trade. (2016-3HGMAQU, 5PHRWYW, 3YJEUUZ, 5TBLYZB; 2014-9SGHC6J, J9075RW)
11. A neighbouring country of France. (2015-20UB856)
12. Region of Southern France that was not affected by the Great Fear. (2014-JEA0XCN; 2013-ADHBLY)
13. A city whose name is associated with the National Anthem of France. (2016-11YWXJN, 02SXVDR, 3KITSPB, 2ZJXX59; 2O15-0PNCB64, 2PNL3CA)
UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution - 2
Answer:
1. Normandy
2. Versailles
3. Paris
4. Bastille
5. Brest
6. Alsace
7. Nantes
8. Louhans
9. Ruffec
10. Bordeaux
11. Switzerland
12. Toulouse
13. Marseilles
14. Epicentres of main panic movements.
(i) (2014-ET9TF50, VRNUPDX)
(ii) (2014-KWTINOO)
(iii) (2014-G4SYULP)
(iv) (2016-2ZJXX59, 7RFD443, 47IH577, B94Z6TH; 2014-MTECNH3)
UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution - 3
Answer:
(i) Estrees
(ii) Romilly
(iii) Saint Florentin
(iv) La Farte

UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution

Locating And Labelling

Note : Only those questions are given here which have not been asked in the ‘Identification’ part. Students are advised to go through the latest syllabus.

Locate and label the following items on the given map with appropriate symbols :

1. The region not affected by the Great Fear. (2013-ADHBLY, BRWD9ZE, JGISA7G, Q1EJLYE, 9FU8T3T, 1EPTFTK2, 5M402LN, Z9310QH, JAWY0A7, JMY1684, 925XJ5S, BK8GX5R,)
Or
Regions of France not affected by the Great Fear.
2. Areas of agrarian revolt in early 1789.
Answer:
UP Board Solutions for Class 9 Social Science Geography Chapter 1 The French Revolution - 4

error: Content is protected !!
Scroll to Top