The French Revolution: Class 9 History MCQs Competency Based Questions

The French Revolution Chapter 1 for CBSE Class 9 History: To help students test their understanding of the chapter, there are extract questions, multiple-choice questions (MCQs) and short questions included in the material. The extract questions are designed to test students’ comprehension and analytical skills, while the MCQs help them practice for their exams. By using these study materials, students can prepare for their CBSE Class 9 History exam with ease and confidence.

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Competency Based Objective Questions & MCQs

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(Page – 3)

On the morning of 14 July 1789, the city of Paris was in a state of alarm. The king had commanded troops to move into the city. Rumours spread that he would soon order the army to open fire upon the citizens. Some 7,000 men and women gathered in front of the town hall and decided to form a peoples’ militia. They broke into a number of government buildings in search of arms. Finally, a group of several hundred people marched towards the eastern part of the city and stormed the fortress-prison, the Bastille, where they hoped to find hoarded ammunition. In the armed fight that followed, the commander of the Bastille was killed and the prisoners released – though there were only seven of them. Yet the Bastille was hated by all, because it stood for the despotic power of the king. The fortress was demolished and its stone fragments were sold in the markets to all those who wished to keep a souvenir of its destruction.

The days that followed saw more rioting both in Paris and the countryside. Most people were protesting against the high price of bread. Much later, when historians looked back upon this time, they saw it as the beginning of a chain of events that ultimately led to the execution of the king in France, though most people at the time did not anticipate this outcome. How and why did this happen?

MCQs

1. What happened on the morning of 14 July 1789 in Paris?
a) The king ordered the army to open fire on the citizens
b) The city was in a state of peace and calm
c) The citizens formed a peoples’ militia
d) The government provided arms to the citizens

2. Why did the citizens storm the Bastille?
a) To free the prisoners who were being tortured
b) To find hoarded ammunition
c) To seek refuge from the approaching army
d) To protest against the government

3. What happened during the armed fight at the Bastille?
a) The commander of the Bastille was arrested
b) The prisoners were killed
c) The commander of the Bastille was killed
d) The prisoners escaped

4. Why was the Bastille hated by all?
a) It was a place of torture and oppression
b) It stood for the despotic power of the king
c) It was a symbol of democracy
d) It housed criminals and murderers

5. What happened to the Bastille after the citizens stormed it?
a) It was renovated and turned into a museum
b) It was left abandoned
c) It was demolished
d) It was used as a prison for political dissidents

6. What was the main reason behind the rioting in Paris and the countryside during the time period?
a) Protesting against high taxes
b) Protesting against the high price of bread
c) Protesting against the government’s policies
d) Protesting against the lack of job opportunities

7. What did historians later see the time period discussed as?
a) The beginning of a chain of events that led to the end of the French monarchy
b) The beginning of a chain of events that led to the French Revolution
c) The beginning of a chain of events that led to the rise of Napoleon
d) The beginning of a chain of events that led to the strengthening of the French economy

8. What was the ultimate outcome of the events that began with the rioting against the high price of bread?
a) The overthrow of the French government
b) The strengthening of the French monarchy
c) The rise of the French economy
d) The execution of the king in France

9. What was the main focus of the protests that occurred?
a) Protesting against high taxes
b) Protesting against the lack of job opportunities
c) Protesting against the high price of bread
d) Protesting against the government’s policies

Answers:

1. c) The citizens formed a peoples’ militia
2. b) To find hoarded ammunition
3. c) The commander of the Bastille was killed
4. b) It stood for the despotic power of the king
5. c) It was demolished
6. c) Protesting against the high price of bread
7. a) The beginning of a chain of events that led to the end of the French monarchy
8. d) The execution of the king in France
9. c) Protesting against the high price of bread

Short Questions

1. What was the situation in Paris on the morning of 14 July 1789?
2. Why were the citizens alarmed in Paris on that day?
3. What did the king command his troops to do on that day?
4. What rumours were spreading among the citizens of Paris on that day?
5. What did a group of 7,000 men and women decide to do in front of the town hall?
6. Why did the group of men and women decide to form a peoples’ militia?
7. What were the government buildings that the people broke into in search of arms?
8. Where did a group of several hundred people march towards in the city?
9. What was the purpose of the group of people storming the fortress-prison, the Bastille?
10. Why was the Bastille hated by the people of Paris?
11. How many prisoners were released during the storming of the Bastille?
12. What happened to the commander of the Bastille during the armed fight?
13. What happened to the Bastille after it was stormed by the people of Paris?
14. How did people commemorate the destruction of the Bastille?
15. What did the fortress of the Bastille stand for?

Answers:

1. The situation in Paris on the morning of 14 July 1789 was one of alarm.
2. The citizens were alarmed because the king had commanded troops to move into the city and there were rumours that he would order the army to open fire upon the citizens.
3. The king commanded his troops to move into the city.
4. Rumours were spreading among the citizens of Paris that the king would soon order the army to open fire upon the citizens.
5. A group of 7,000 men and women gathered in front of the town hall and decided to form a peoples’ militia.
6. The group of men and women decided to form a peoples’ militia because they wanted to defend themselves against the troops that had been sent into the city.
7. The government buildings that the people broke into in search of arms were those that were thought to hold weapons and ammunition.
8. A group of several hundred people marched towards the eastern part of the city and stormed the fortress-prison, the Bastille.
9. The purpose of the group of people storming the fortress-prison, the Bastille was to find hoarded ammunition.
10. The Bastille was hated by the people of Paris because it stood for the despotic power of the king.
11. There were only seven prisoners released during the storming of the Bastille.
12. The commander of the Bastille was killed during the armed fight.
13. After it was stormed by the people of Paris, the Bastille was demolished and its stone fragments were sold in the markets to those who wished to keep a souvenir of its destruction.
14. People commemorated the destruction of the Bastille by keeping a souvenir of its destruction.
15. The fortress of the Bastille stood for the despotic power of the king.

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1. French Society During the Late Eighteenth Century

(Page – 4)

In 1774, Louis XVI of the Bourbon family of kings ascended the throne of France. He was 20 years old and married to the Austrian princess Marie Antoinette. Upon his accession the new king found an empty treasury. Long years of war had drained the financial resources of France. Added to this was the cost of maintaining an extravagant court at the immense palace of Versailles. Under Louis XVI, France helped the thirteen American colonies to gain their independence from the common enemy, Britain. The war added more than a billion livres to a debt that had already risen to more than 2 billion livres. Lenders who gave the state credit, now began to charge 10 per cent interest on loans. So the French government was obliged to spend an increasing percentage of its budget on interest payments alone. To meet its regular expenses, such as the cost of maintaining an army, the court, running government offices or universities, the state was forced to increase taxes. Yet even this measure would not have sufficed. French society in the eighteenth century was divided into three estates, and only members of the third estate paid taxes.

The society of estates was part of the feudal system that dated back to the middle ages. The term Old Regime is usually used to describe the society and institutions of France before 1789.

Fig. 2 shows how the system of estates in French society was organised. Peasants made up about 90 per cent of the population. However, only a small number of them owned the land they cultivated. About 60 per cent of the land was owned by nobles, the Church and other richer members of the third estate. The members of the first two estates, that is, the clergy and the nobility, enjoyed certain privileges by birth. The most important of these was exemption from paying taxes to the state. The nobles further enjoyed feudal privileges. These included feudal dues, which they extracted from the peasants. Peasants were obliged to render services to the lord – to work in his house and fields – to serve in the army or to participate in building roads.

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

MCQs

1. Who ascended the throne of France in 1774?
a. Louis XVIII
b. Louis XIV
c. Louis XVI
d. Louis XV

2. What was the financial situation of France upon Louis XVI’s accession to the throne?
a. The treasury was overflowing with money.
b. The state had no debt and a surplus budget.
c. The treasury was empty due to years of war and maintaining an extravagant court.
d. The state had a moderate amount of debt that was manageable.

3. What was the role of France in the American Revolution?
a. They fought against the thirteen colonies.
b. They remained neutral throughout the war.
c. They helped the thirteen colonies gain independence from Britain.
d. They tried to colonize America alongside Britain.

4. Why did lenders charge the French government 10% interest on loans?
a. Because they were generous and wanted to help the state.
b. Because they wanted to invest in the French economy.
c. Because the state had a good credit rating.
d. Because the state had a large debt that posed a risk to lenders.

5. Which estate(s) in French society enjoyed certain privileges by birth?
a. Only the first estate, that is, the clergy.
b. Only the second estate, that is, the nobility.
c. Both the first and second estates, that is, the clergy and nobility.
d. The third estate, that is, the peasants.

6. Which estate(s) in French society were exempt from paying taxes to the state?
a. Only the first estate, that is, the clergy.
b. Only the second estate, that is, the nobility.
c. Both the first and second estates, that is, the clergy and nobility.
d. The third estate, that is, the peasants.

7. What was the burden of financing activities of the state through taxes?
a. It was borne by the first and second estates only.
b. It was borne by the third estate alone.
c. It was equally shared by all three estates.
d. It was borne by the state itself.

8. What was the feudal system?
a. A system of government where power was vested in the people.
b. A system of government where power was vested in a monarch.
c. A system of government where power was vested in the nobility.
d. A system of social and economic organization based on the ownership of land and the obligations it entailed.

9. What was the term used to describe the society and institutions of France before 1789?
a. The New Regime
b. The Old Regime
c. The Revolutionary Regime
d. The Monarchist Regime

10. What percentage of the French population was made up of peasants?
a. About 10%
b. About 40%
c. About 60%
d. About 90%

11. What were the taxes paid by the third estate in French society?
a. Direct tax called taille.
b. Indirect taxes on everyday consumption items like salt and tobacco.
c. Both a and b.
d. None of the above.

12. What were the taxes called that the Church extracted from the peasants?
a. Salt taxes
b. Taille taxes
c. Tithes taxes
d. Tobacco taxes

Answers:

1. c. Louis XVI
2. c. The treasury was empty due to years of war and maintaining an extravagant court.
3. c. They helped the thirteen colonies gain independence from Britain.
4. d. Because the state had a large debt that posed a risk to lenders.
5. c. Both the first and second estates, that is, the clergy and nobility.
6. c. Both the first and second estates, that is, the clergy and nobility.
7. b. It was borne by the third estate alone.
8. d. A system of social and economic organization based on the ownership of land and the obligations it entailed.
9. b. The Old Regime
10. d. About 90%
11. c. Both a and b.
12. c. Tithes taxes

Short Questions

1. Who ascended the throne of France in 1774, and what challenges did he face upon his accession?

Ans. Louis XVI of the Bourbon family of kings ascended the throne of France in 1774. He faced the challenge of an empty treasury due to long years of war and the cost of maintaining an extravagant court at Versailles.

2. What was the cost of maintaining an extravagant court at Versailles, and how did it impact the French government’s finances?

Ans. The cost of maintaining an extravagant court at Versailles was significant and drained the financial resources of France. It impacted the French government’s finances by adding to the debt that had already risen to more than 2 billion livres.

3. How did France assist the thirteen American colonies in gaining their independence, and what was the impact of this assistance on France’s debt?

Ans. France assisted the thirteen American colonies in gaining their independence by providing military and financial support. The impact of this assistance was significant, as it added more than a billion livres to France’s debt.

4. What measures did the French government take to meet its regular expenses, and why were these measures insufficient?

Ans. The French government increased taxes to meet its regular expenses, such as the cost of maintaining an army, the court, running government offices or universities. However, these measures were insufficient as French society in the eighteenth century was divided into three estates, and only members of the third estate paid taxes.

5. How was French society divided in the eighteenth century, and which estate bore the burden of financing the activities of the state through taxes?

Ans. French society in the eighteenth century was divided into three estates: the clergy (first estate), the nobility (second estate), and the common people (third estate). The third estate bore the burden of financing the activities of the state through taxes.

6. What privileges did the members of the first two estates enjoy, and how did the nobles extract feudal dues from the peasants?

Ans. Members of the first two estates, that is, the clergy and the nobility, enjoyed certain privileges by birth. The most important of these was exemption from paying taxes to the state. The nobles further enjoyed feudal privileges, including feudal dues, which they extracted from the peasants.

7. What taxes were levied on the peasants by the Church, and what were the indirect taxes that were levied on everyday consumption?

Ans. The Church levied tithes on the peasants, and the state levied direct taxes, called taille, on all members of the third estate. Additionally, indirect taxes were levied on articles of everyday consumption like salt or tobacco.

8. What is the Old Regime, and how does it relate to the society and institutions of France before 1789?

Ans. The Old Regime is a term used to describe the society and institutions of France before 1789. It was a period of absolute monarchy, feudalism, and social inequality, characterized by the division of society into three estates.

9. What is the feudal system, and how does it relate to the organization of estates in French society?

Ans. The feudal system was a social and economic system in medieval Europe, characterized by a hierarchy of lords, vassals, and peasants. It relates to the organization of estates in French society as the nobles enjoyed feudal privileges and extracted feudal dues from the peasants.

10. What percentage of the population was made up of peasants in eighteenth-century France, and how did land ownership among peasants and nobles differ?

Ans. Peasants made up about 90% of the population in eighteenth-century France. However, only a small number of them owned the land they cultivated. About 60% of the land was owned by nobles, the

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1.1 The Struggle to Survive

(Page 5)

The population of France rose from about 23 million in 1715 to 28 million in 1789. This led to a rapid increase in the demand for foodgrains. Production of grains could not keep pace with the demand. So the price of bread which was the staple diet of the majority rose rapidly. Most workers were employed as labourers in workshops whose owner fixed their wages. But wages did not keep pace with the rise in prices. So the gap between the poor and the rich widened. Things became worse whenever drought or hail reduced the harvest. This led to a subsistence crisis, something that occurred frequently in France during the Old Regime.

MCQs

1. What was the impact of the population growth on the demand for foodgrains in France?
a. The demand for foodgrains decreased
b. The demand for foodgrains remained the same
c. The demand for foodgrains increased rapidly
d. The demand for foodgrains increased slowly

2. Why did the price of bread rise rapidly in France during the Old Regime?
a. Because the demand for bread decreased
b. Because the production of bread increased
c. Because the price of wheat increased
d. Because the price of wheat decreased

3. What was the occupation of most workers in France during the Old Regime?
a. Farmers
b. Craftsmen
c. Artists
d. Labourers in workshops

4. Did the wages of workers keep pace with the rise in prices in France during the Old Regime?
a. Yes, they did
b. No, they did not
c. It is not mentioned in the passage
d. None of the above

5. What happened whenever drought or hail reduced the harvest in France during the Old Regime?
a. The price of bread decreased
b. The price of bread remained the same
c. The price of bread increased
d. The harvest increased

6. What is a subsistence crisis?
a. A crisis caused by a sudden increase in production
b. A crisis caused by a sudden decrease in production
c. A crisis caused by a sudden increase in demand
d. A crisis caused by a sudden decrease in demand

7. Did subsistence crises occur frequently in France during the Old Regime?
a. Yes, they did
b. No, they did not
c. It is not mentioned in the passage
d. None of the above

Answers:

1. c. The demand for foodgrains increased rapidly
2. c. Because the price of wheat increased
3. d. Labourers in workshops
4. b. No, they did not
5. c. The price of bread increased
6. b. A crisis caused by a sudden decrease in production
7. a. Yes, they did

Short Questions

1. What factors contributed to the increase in population in France between 1715 and 1789?
2. How did the rise in population lead to an increase in the demand for foodgrains in France?
3. Why was the production of grains unable to keep pace with the rising demand in France during this period?
4. What was the impact of the rapid rise in the price of bread on the majority of French citizens?
5. How were workers’ wages in France affected by the rise in the price of bread?
6. What was the effect of the widening gap between the poor and the rich in France during this period?
7. How did drought and hail affect the harvests in France, and what impact did this have on the subsistence crisis?
8. Why did subsistence crises occur frequently in France during the Old Regime, and what measures were taken to address them?
9. How did the subsistence crisis in France during the Old Regime contribute to the political unrest that ultimately led to the French Revolution?
10. In what ways did the subsistence crisis and other economic factors shape the social and political landscape of France during the 18th century?

Answers:

1. The increase in population in France between 1715 and 1789 was due to factors such as increased agricultural productivity, improved healthcare, and reduced mortality rates.
2. The rise in population led to an increase in the demand for foodgrains in France because more people needed to be fed.
3. The production of grains could not keep pace with the rising demand in France during this period due to factors such as limited land available for cultivation and inefficient agricultural practices.
4. The rapid rise in the price of bread had a significant impact on the majority of French citizens who relied on it as their staple diet. It made it more difficult for them to afford food, which led to hunger and malnutrition.
5. Workers’ wages in France were affected by the rise in the price of bread because their wages did not keep pace with the rising cost of living.
6. The widening gap between the poor and the rich in France during this period led to social and political unrest as the poor became increasingly dissatisfied with their living conditions and the unequal distribution of wealth.
7. Drought and hail affected the harvests in France by reducing crop yields, which led to shortages of food and higher prices. This exacerbated the subsistence crisis, which occurred frequently during the Old Regime.
8. Subsistence crises occurred frequently in France during the Old Regime due to factors such as poor harvests, inefficient agricultural practices, and a lack of effective government policies to address food shortages. Measures taken to address subsistence crises included price controls and the importation of food from other countries.
9. The subsistence crisis in France during the Old Regime contributed to the political unrest that ultimately led to the French Revolution by exacerbating the discontent of the poor and creating a sense of social injustice.
10. The subsistence crisis and other economic factors shaped the social and political landscape of France during the 18th century by creating deep divisions between the rich and the poor and contributing to a growing sense of dissatisfaction with the existing political order. This set the stage for the French Revolution, which ultimately transformed French society and politics.

1.3 A Growing Middle Class Envisages an End to Privileges

(Page 6, 7)

In the past, peasants and workers had participated in revolts against increasing taxes and food scarcity. But they lacked the means and programmes to carry out full-scale measures that would bring about a change in the social and economic order. This was left to those groups within the third estate who had become prosperous and had access to education and new ideas.

The eighteenth century witnessed the emergence of social groups, termed the middle class, who earned their wealth through an expanding overseas trade and from the manufacture of goods such as woollen and silk textiles that were either exported or bought by the richer members of society. In addition to merchants and manufacturers, the third estate included professions such as lawyers or administrative officials. All of these were educated and believed that no group in society should be privileged by birth. Rather, a person’s social position must depend on his merit. These ideas envisaging a society based on freedom and equal laws and opportunities for all, were put forward by philosophers such as John Locke and Jean Jacques Rousseau. In his Two Treatises of Government, Locke sought to refute the doctrine of the divine and absolute right of the monarch. Rousseau carried the idea forward, proposing a form of government based on a social contract between people and their representatives. In The Spirit of the Laws, Montesquieu proposed a division of power within the government between the legislative, the executive and the judiciary. This model of government was put into force in the USA, after the thirteen colonies declared their independence from Britain. The American constitution and its guarantee of individual rights was an important example for political thinkers in France.

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 could not read and write. The news that Louis XVI planned to impose further taxes to be able to meet the expenses of the state generated anger and protest against the system of privileges.

MCQs

1. Which social class emerged in the eighteenth century and earned their wealth through overseas trade and manufacturing of goods?
A) The nobility
B) The bourgeoisie
C) The clergy
D) The peasants

2. Who were the philosophers that put forward the ideas of freedom and equal laws and opportunities for all?
A) John Locke and Jean Jacques Rousseau
B) Aristotle and Plato
C) Adam Smith and David Ricardo
D) Thomas Hobbes and Immanuel Kant

3. What did Montesquieu propose in his book, The Spirit of the Laws?
A) A social contract between people and their representatives
B) A division of power within the government between the legislative, the executive and the judiciary
C) A refutation of the divine and absolute right of the monarch
D) A form of government based on a classless society

4. How did the ideas of philosophers spread among people in the eighteenth century?
A) Through television and radio broadcasts
B) Through social media platforms
C) Through books and newspapers
D) Through word of mouth

5. What led to protests against the system of privileges in France during the eighteenth century?
A) The introduction of new technology in agriculture
B) The imposition of further taxes by Louis XVI
C) The discovery of new trade routes
D) The decline in overseas trade and manufacturing

Answers:

1. B) The bourgeoisie
2. A) John Locke and Jean Jacques Rousseau
3. B) A division of power within the government between the legislative, the executive and the judiciary
4. C) Through books and newspapers
5. B) The imposition of further taxes by Louis XVI

Short Questions

1. How did the emergence of the middle class impact the social and economic order in the 18th century?
2. In what ways did the beliefs of the middle class differ from those of the peasants and workers who participated in revolts against taxes and food scarcity?
3. How did the ideas of philosophers such as John Locke and Jean Jacques Rousseau influence the formation of a new social contract in France?
4. What role did salons and coffee-houses play in spreading the ideas of the Enlightenment to the broader population?
5. How did the news of Louis XVI’s plan to impose further taxes contribute to the growing protest against the system of privileges in France?
6. What were some of the key arguments put forward by Locke in his Two Treatises of Government?
7. How did Montesquieu’s proposal for a division of power within government influence the political landscape in France and beyond?
8. To what extent did the American Constitution and its guarantee of individual rights serve as a model for political thinkers in France during this period?
9. What were some of the challenges faced by those seeking to bring about change in the social and economic order during the 18th century?
10. In what ways did the emergence of the middle class contribute to the eventual collapse of the Ancien Régime in France?

Answers:

1. The emergence of the middle class had a significant impact on the social and economic order in the 18th century. This group, which included merchants, manufacturers, and professionals, became increasingly prosperous through trade and the production of goods, challenging the traditional power structures that had long been dominated by the nobility and clergy.
2. The beliefs of the middle class differed from those of peasants and workers in several ways. While the latter groups were primarily concerned with issues such as taxes and food scarcity, the middle class sought to establish a society based on merit rather than birthright. Additionally, the middle class tended to have access to education and new ideas, which enabled them to push for more significant reforms than the lower classes could achieve.
3. The ideas of philosophers such as Locke and Rousseau played a critical role in the formation of a new social contract in France. These philosophers argued for a society based on freedom and equal laws and opportunities for all, which challenged the traditional power structures and paved the way for the French Revolution.
4. Salons and coffee-houses played a vital role in spreading the ideas of the Enlightenment to the broader population. These were places where people could gather to discuss new ideas and share knowledge, and they played a crucial role in the development of the Enlightenment movement.
5. The news of Louis XVI’s plan to impose further taxes contributed to the growing protest against the system of privileges in France. This announcement was seen as a clear sign of the monarchy’s disregard for the needs of the people, and it served as a catalyst for the French Revolution.
6. Locke’s Two Treatises of Government put forward the argument that government should be based on the consent of the governed rather than the divine right of monarchs. He believed that people had natural rights, such as the right to life, liberty, and property, which the government was obligated to protect.
7. Montesquieu’s proposal for a division of power within government influenced the political landscape in France and beyond. His ideas helped to establish the principle of the separation of powers, which was incorporated into the US Constitution and other modern democracies.
8. The American Constitution and its guarantee of individual rights served as a model for political thinkers in France during this period. The US Constitution was seen as a revolutionary document that established a new model of government based on the principles of liberty, democracy, and equality.
9. Those seeking to bring about change in the social and economic order during the 18th century faced many challenges, including resistance from the traditional power structures, political instability, and social unrest.
10. The emergence of the middle class contributed significantly to the eventual collapse of the Ancient Régime in France. This group challenged the traditional power structures and played a key role in the French Revolution, which ultimately led to the establishment of a new order based on the principles of liberty, equality, and democracy.

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2. The Outbreak of the Revolution

(Page – 8, 9, 10)

Louis XVI had to increase taxes for reasons you have learnt in the previous section. How do you think he could have gone about doing this? In France of the Old Regime the monarch did not have the power to impose taxes according to his will alone. Rather he had to call a meeting of the Estates General which would then pass his proposals for new taxes. The Estates General was a political body to which the three estates sent their representatives. However, the monarch alone could decide when to call a meeting of this body. The last time it was done was in 1614.

On 5 May 1789, Louis XVI called together an assembly of the Estates General to pass proposals for new taxes. A resplendent hall in Versailles was prepared to host the delegates. The first and second estates sent 300 representatives each, who were seated in rows facing each other on two sides, while the 600 members of the third estate had to stand at the back. The third estate was represented by its more prosperous and educated members. Peasants, artisans and women were denied entry to the assembly. However, their grievances and demands were listed in some 40,000 letters which the representatives had brought with them.

Voting in the Estates General in the past had been conducted according to the principle that each estate had one vote. This time too Louis XVI 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. This was one of the democratic principles put forward by philosophers like Rousseau in his book The Social Contract. When the king rejected this proposal, 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 they assembled in the hall of an indoor tennis court in the grounds of Versailles. They declared themselves a National Assembly and swore not to disperse till they had drafted a constitution for France that would limit the powers of the monarch. They were led by Mirabeau and Abbé Sieyès. Mirabeau was born in a noble family but was convinced of the need to do away with a society of feudal privilege. He brought out a journal and delivered powerful speeches to the crowds assembled at Versailles. Abbé Sieyès, originally a priest, wrote an influential pamphlet called ‘What is the Third Estate’?

MCQs

1. How did Louis XVI increase taxes in France during the Old Regime?
a) By imposing taxes on his own without consulting the Estates General
b) By convincing the first and second estates to approve his proposals for new taxes
c) By calling a meeting of the Estates General and passing proposals for new taxes
d) By allowing the third estate to propose new taxes and passing them into law

2. Who were the members of the Estates General?
a) The nobility, the clergy, and the bourgeoisie
b) The clergy, the bourgeoisie, and the peasants
c) The nobility, the clergy, and the peasants
d) The nobility, the bourgeoisie, and the working class

3. Why were the grievances and demands of peasants, artisans, and women not represented in the assembly of the Estates General?
a) They were not considered important enough to be discussed in the assembly
b) They were denied entry to the assembly
c) Their representatives did not attend the assembly
d) Their demands and grievances were already being addressed by the king

4. How was voting conducted in the past in the Estates General?
a) Each member had one vote
b) Each estate had one vote
c) The king had the final say in all matters
d) The clergy had the most votes

5. What was the democratic principle put forward by philosophers like Rousseau that members of the third estate demanded in the Estates General?
a) Each member should have one vote
b) The king should have the final say in all matters
c) The clergy should have the most votes
d) Only the first and second estates should have the right to vote

6. Why did members of the third estate walk out of the Estates General in protest?
a) Because the king rejected their proposal to limit the powers of the monarch
b) Because they were denied entry to the assembly
c) Because they were not given equal representation in voting
d) Because their demands and grievances were not being addressed

7. What did the representatives of the third estate declare themselves as on 20 June?
a) The National Assembly
b) The Revolutionary Party
c) The Bourgeoisie Union
d) The Peasant Alliance

8. Who led the representatives of the third estate in their efforts to draft a constitution for France that would limit the powers of the monarch?
a) Louis XVI
b) Mirabeau and Abbé Sieyès
c) The nobility and the clergy
d) The bourgeoisie and the peasants

9. What influential pamphlet did Abbé Sieyès write?
a) The Declaration of the Rights of Man and of the Citizen
b) The Social Contract
c) What is Property?
d) What is the Third Estate?

10. Who was Mirabeau and what role did he play in the French Revolution?
a) He was a nobleman who supported the monarchy and opposed the Revolution
b) He was a radical revolutionary who called for the overthrow of the monarchy
c) He was a member of the clergy who advocated for religious freedom
d) He was a member of the third estate who led the National Assembly and drafted the Constitution of 1791

11. What led to the storming of the Bastille in France in 1789?
a. A bad harvest and the rise in the price of bread.
b. The king’s order to move troops into Paris.
c. Rumours of hired brigands destroying crops.
d. All of the above.

12. What did peasants do in response to rumours of brigands destroying crops?
a. They stormed the Bastille.
b. They attacked chateaux with hoes and pitchforks.
c. They fled to neighbouring countries.
d. They hoarded grain and burnt down records of manorial dues.

13. How did Louis XVI respond to the power of his revolting subjects?
a. He recognized the National Assembly and accepted a constitution.
b. He ordered troops to move into Paris.
c. He fled to a neighbouring country.
d. He imposed more taxes on the people.

14. What did the National Assembly decree on the night of 4 August 1789?
a. The abolition of the feudal system of obligations and taxes.
b. The confiscation of lands owned by the Church.
c. The forced giving up of privileges by members of the clergy.
d. All of the above.

15. What was the value of the assets acquired by the government after the decree passed by the National Assembly?
a. At least 1 billion livres.
b. At least 2 billion livres.
c. At least 3 billion livres.
d. At least 4 billion livres.

Answers:

1. c) By calling a meeting of the Estates General and passing proposals for new taxes
2. c) The nobility, the clergy, and the peasants
3. b) They were denied entry to the assembly
4. b) Each estate had one vote
5. a) Each member should have one vote
6. c) Because they were not given equal representation in voting
7. a) The National Assembly
8. b) Mirabeau and Abbé Sieyès
9. d) What is the Third Estate?
10. d) He was a member of the third estate who led the National Assembly and drafted the Constitution of 1791
11. d. All of the above.
12. b. They attacked chateaux with hoes and pitchforks.
13. a. He recognized the National Assembly and accepted a constitution.
14. d. All of the above.
15. b. At least 2 billion livres.

Short Questions

1. What was the Estates General, and how was it composed?
2. How did Louis XVI go about proposing new taxes?
3. Why did the members of the third estate demand that voting in the Estates General be conducted by the assembly as a whole?
4. Who were some of the leaders of the National Assembly, and what were their backgrounds?
5. What was the significance of the Tennis Court Oath?
6. What was happening in France while the National Assembly was drafting a constitution in Versailles?
7. What was the cause of the angry crowds storming into the shops?
8. Why did the king order troops to move into Paris?
9. What happened on 14 July in France?
10. What were the rumours that spread in the countryside, and how did the peasants react to them?
11. What was the reaction of the nobles to the actions of the peasants?
12. How did Louis XVI respond to the revolt of his subjects?
13. What was the significance of the decree passed by the National Assembly on 4 August 1789?
14. What were the consequences of the decree for the Church and the government?
15. How much were the assets acquired by the government worth as a result of the decree?

Answers:

1. The Estates General was a political body in France during the Old Regime. It was composed of representatives from the three estates: the First Estate (clergy), the Second Estate (nobility), and the Third Estate (commoners).
2. Louis XVI had to call a meeting of the Estates General to pass his proposals for new taxes, as he did not have the power to impose taxes according to his will alone. He prepared a resplendent hall in Versailles to host the delegates, and representatives from the three estates were invited to attend.
3. Members of the third estate demanded that voting in the Estates General be conducted by the assembly as a whole, where each member would have one vote, as opposed to the previous principle that each estate had one vote. This was because they believed that each individual should have an equal say in government, regardless of their social status.
4. Some of the leaders of the National Assembly were Mirabeau and Abbé Sieyès. Mirabeau was born in a noble family but was convinced of the need to do away with a society of feudal privilege. He brought out a journal and delivered powerful speeches to the crowds assembled at Versailles. Abbé Sieyès, originally a priest, wrote an influential pamphlet called ‘What is the Third Estate’? which argued that the third estate was the most important estate and should have more power in government.
5. The Tennis Court Oath was a pivotal moment in the French Revolution. On 20 June 1789, the representatives of the third estate assembled in the hall of an indoor tennis court in the grounds of Versailles. They declared themselves a National Assembly and swore not to disperse till they had drafted a constitution for France that would limit the powers of the monarch. This showed their determination to bring about political change and marked the beginning of the French Revolution.
6. Turmoil was happening in the rest of France due to a severe winter, bad harvest, and rising bread prices.
7. The cause of the angry crowds storming into the shops was the hoarding of supplies by bakers.
8. The king ordered troops to move into Paris to maintain law and order and suppress any rebellion.
9. On 14 July, the Bastille was stormed and destroyed by an agitated crowd.
10. Rumours spread in the countryside that the lords of the manor had hired bands of brigands who were on their way to destroy the ripe crops. Peasants reacted to this by seizing hoes and pitchforks and attacking chateaux, looting hoarded grain, and burning down documents containing records of manorial dues.
11. Many nobles fled from their homes, and some migrated to neighbouring countries.
12. 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 be checked by a constitution.
13. The decree passed by the National Assembly on 4 August 1789 abolished the feudal system of obligations and taxes and forced members of the clergy to give up their privileges.
14. The decree resulted in the confiscation of lands owned by the Church and the acquisition of assets worth at least 2 billion livres by the government.
15. The assets acquired by the government were worth at least 2 billion livres as a result of the decree.

2.1 France Becomes a Constitutional Monarchy

The National Assembly completed the draft of the constitution in 1791. Its main object was to limit 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, executive and judiciary. This made France a constitutional monarchy. Fig. 7 explains how the new political system worked.

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, however, had the right to vote. Only men above 25 years of age who paid taxes equal to at least 3 days of a labourer’s wage 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. To qualify as an elector and then as a member of the Assembly, a man had to belong to the highest bracket of taxpayers.

The Constitution began with a Declaration of the Rights of Man and Citizen. Rights such as the right to life, freedom of speech, freedom of opinion, equality before law, were established as ‘natural and inalienable’ rights, that is, they 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.

MCQs

1. What was the main objective of the Constitution of 1791?
a) To establish an absolute monarchy
b) To limit the powers of the monarch and separate them into different institutions
c) To abolish the National Assembly
d) To give all citizens the right to vote

2. How were members of the National Assembly elected?
a) Directly by citizens
b) Indirectly by electors chosen by citizens
c) By appointment from the monarch
d) By appointment from the judiciary

3. Who had the right to vote in the constitutional monarchy established by the Constitution of 1791?
a) All citizens
b) Men above 25 years of age who paid taxes equal to at least 3 days of a labourer’s wage
c) Women above 25 years of age who paid taxes
d) Men and women above 18 years of age who paid taxes

4. What were the natural and inalienable rights established by the Declaration of the Rights of Man and Citizen?
a) The right to vote and run for office
b) The right to private property
c) The right to life, freedom of speech, freedom of opinion, and equality before law
d) The right to bear arms

5. What was the duty of the state in protecting citizens’ natural rights?
a) To take away their natural rights if they were deemed a threat to society
b) To only protect the natural rights of active citizens
c) To protect the natural rights of each citizen by birth
d) To protect the natural rights of the highest bracket of taxpayers

Answers:

1. b) To limit the powers of the monarch and separate them into different institutions.
2. b) Indirectly by electors chosen by citizens.
3. b) Men above 25 years of age who paid taxes equal to at least 3 days of a laborer’s wage.
4. c) The right to life, freedom of speech, freedom of opinion, and equality before law.
5. c) To protect the natural rights of each citizen by birth.

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3. France Abolishes Monarchy and Becomes a Republic

(Page – 14, 15, 16)

The situation in France continued to be tense during the following years. Although Louis XVI had signed the Constitution, he entered into secret negotiations with the King of Prussia. 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 of1789. Before this could happen, the National Assembly voted in April 1792 to declare war against Prussia and Austria. Thousands of volunteers thronged from the provinces to join the army. They saw this as a war of the people against kings and aristocracies all over Europe. Among the patriotic songs they sang was the Marseillaise, composed by the poet Roget de L’Isle. It was sung for the first time by volunteers from Marseilles as they marched into Paris and so got its name. The Marseillaise is now the national anthem of France.

The revolutionary wars brought losses and economic difficulties to the people. While the men were away fighting at the front, women were left to cope with the tasks of earning a living and looking after their families. Large sections of the population were convinced that the revolution had to be carried further, as the Constitution of 1791 gave political rights only to the richer sections of society. Political clubs became an 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, which got its name from the former convent of St Jacob in Paris. Women too, who had been active throughout this period, formed their own clubs. Section 4 of this chapter will tell you more about their activities and demands.

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. Their leader was Maximilian Robespierre. A large group among the Jacobins decided to start wearing long striped trousers similar to those worn by dock workers. This was to set themselves apart from the fashionable sections of society, especially nobles, who wore knee breeches. It was a way of proclaiming the end of the power wielded by the wearers of knee breeches. These Jacobins came to be known as the sans-culottes, literally meaning ‘those without knee breeches’. Sans­ culottes men wore in addition the red cap that symbolised liberty. Women however were not allowed to do so.

In the summer of 1792, the Jacobins planned an insurrection of a large number of Parisians who were angered by the short supplies and high prices of food. On the morning of August 10 they stormed the Palace of the Tuileries, massacred the king’s guards and held the king himself as hostage for several hours. Later the Assembly voted to imprison the royal family. Elections were held. From now on all men of 21 years and above, regardless of wealth, got the right to vote.

The newly elected assembly was called the Convention. On 21 September 1792 it abolished the monarchy and declared France a republic. As you know, a republic is a form of government where the people elect the government including the head of the government. There is no hereditary monarchy. You can try and find out about some other countries that are republics and investigate when and how they became so.

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 with the same fate shortly after.

MCQs

1. What was the reason for the National Assembly to declare war against Prussia and Austria in April 1792?
a) To expand the French territory
b) To defend the Constitution of 1791
c) To establish a monarchy in France
d) To maintain friendly relations with neighbouring countries

2. Who composed the Marseillaise?
a) Maximilian Robespierre
b) King Louis XVI
c) Roget de L’Isle
d) Marie Antoinette

3. Why did women form their own clubs during the French Revolution?
a) To demand the right to vote
b) To plan their own forms of action
c) To discuss government policies
d) To provide support to the men fighting in the war

4. Who were the sans-culottes?
a) Members of the Jacobin club
b) Noble aristocrats
c) Servants and daily-wage workers
d) Women who wore the red cap symbolising liberty

5. What was the significance of the storming of the Palace of the Tuileries by the Parisians in August 1792?
a) It marked the end of the monarchy in France
b) It led to the imprisonment of the royal family
c) It resulted in the election of the Convention
d) It gave the people the right to vote regardless of wealth

6. What happened to Louis XVI and Marie Antoinette after the French Revolution?
a) They were exiled to another country
b) They were imprisoned for life
c) They were executed publicly
d) They were pardoned and allowed to return to the throne

7. What is the difference between a republic and a monarchy?
a) In a republic, the people elect the government, while in a monarchy, the government is hereditary.
b) In a republic, the government is appointed by the king or queen, while in a monarchy, the people elect the government.
c) In a republic, the government is appointed by the parliament, while in a monarchy, the government is appointed by the king or queen.
d) In a republic, the government is appointed by the military, while in a monarchy, the government is appointed by the church.

8. Which group of people gained the right after France was declared a Republic in 1792?
a) All men of 21 years and above
b) Only those who owned property
c) Only those who were members of the Jacobin club
d) Only those who were part of the sans-culotte’s movement

9. What was the name of the newly elected assembly that abolished the monarchy and declared France a republic?
a) The National Assembly
b) The Legislative Assembly
c) The Convention
d) The Directory

Answers:

1. b) To defend the Constitution of 1791
2. c) Roget de L’Isle
3. b) To plan their own forms of action
4. a) Members of the Jacobin club
5. a) It marked the end of the monarchy in France
6. c) They were executed publicly
7. a) In a republic, the people elect the government, while in a monarchy, the government is hereditary.
8. a) All men of 21 years and above
9. c) The Convention

Short Questions

1. What was the Marseillaise and how did it become the national anthem of France?

Ans. The Marseillaise was a patriotic song composed by the poet Roget de L’Isle, and it was sung for the first time by volunteers from Marseilles as they marched into Paris during the French Revolution. It became the national anthem of France.

2. Who were the sans-culottes and why did they wear long striped trousers?

Ans. The sans-culottes were a group of Jacobins who mainly belonged to the less prosperous sections of society, including small shopkeepers, artisans, and daily-wage workers. They wore long striped trousers as a way of setting themselves apart from the fashionable sections of society, especially nobles, who wore knee breeches. This was a way of proclaiming the end of the power wielded by the wearers of knee breeches.

3. When was France declared a republic, and what is a republic?

Ans. France was declared a republic on 21 September 1792 by the newly elected assembly called the Convention. A republic is a form of government where the people elect the government, including the head of the government. There is no hereditary monarchy.

4. Who was Maximilian Robespierre and what was his role in the French Revolution?

Ans. Maximilian Robespierre was the leader of the Jacobin club during the French Revolution. The members of the Jacobin club belonged mainly to the less prosperous sections of society. Robespierre played a significant role in the Reign of Terror, during which thousands of people were executed for being enemies of the revolution. He was eventually arrested and executed himself.

5. When was Louis XVI executed, and what was the reason for his execution?

Ans. Louis XVI was executed publicly at the Place de la Concorde on 21 January 1793. He was sentenced to death by a court on the charge of treason, as he had entered into secret negotiations with the King of Prussia despite having signed the Constitution. His wife, Marie Antoinette, was also executed shortly after.

3.1 The Reign of Terror

The period from 1793 to 1794 is referred to as the Reign of Terror. Robespierre followed a policy of severe control and punishment. All those whom he saw as being ‘enemies’ of the Source D _ republic – 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. The guillotine is a device consisting of two poles and a blade with which a person is beheaded. It was named after Dr Guillotin who invented it.

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. 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 wholewheat. Equality was also sought to be practised through forms of speech and address. Instead of the traditional Monsieur (Sir) and Madame (Madam) all French men and women were henceforth Citoyen and Citoyenne (Citizen). Churches were shut down and their buildings converted into barracks or offices.

Robespierre pursued his policies so relentlessly that even his supporters began to demand moderation. Finally, he was convicted by a court in July 1794, arrested and on the next day sent to the guillotine.

MCQs

1. Which period is referred to as the Reign of Terror?
a) 1789-1792
b) 1792-1793
c) 1793-1794
d) 1794-1795

2. Who followed a policy of severe control and punishment during the Reign of Terror?
a) Napoleon Bonaparte
b) Maximilien Robespierre
c) Louis XVI
d) Georges Danton

3. Who were arrested and imprisoned during the Reign of Terror?
a) Ex-nobles and clergy
b) Members of other political parties
c) Members of Robespierre’s own party who disagreed with his methods
d) All of the above

4. What was the punishment for those found guilty by the revolutionary tribunal during the Reign of Terror?
a) Exile
b) Life imprisonment
c) Hanging
d) Guillotine

5. Who invented the guillotine?
a) Maximilien Robespierre
b) Georges Danton
c) Louis XVI
d) Dr Guillotin

6. What were the laws issued by Robespierre’s government during the Reign of Terror?
a) Maximum ceiling on wages and prices
b) Rationing of meat and bread
c) Forced transport of grain to cities
d) All of the above

7. What was the bread that all citizens were required to eat during the Reign of Terror?
a) Pain d’epi
b) Pain de campagne
c) Pain de mie
d) Pain d’egalite

8. What was the new form of address introduced during the Reign of Terror?
a) Monsieur and Madame
b) Sir and Madam
c) Citoyen and Citoyenne
d) None of the above

9. What happened to churches during the Reign of Terror?
a) They were renovated
b) They were converted into barracks or offices
c) They were used as storage spaces
d) They were left untouched

10. What happened to Robespierre after he was convicted by a court in July 1794?
a) He was exiled
b) He was imprisoned for life
c) He was hanged
d) He was sent to the guillotine

Answers:

1. c) 1793-1794
2. b) Maximilien Robespierre
3. d) All of the above
4. d) Guillotine
5. d) Dr Guillotin
6. d) All of the above
7. d) Pain d’egalite
8. c) Citoyen and Citoyenne
9. b) They were converted into barracks or offices
10. d) He was sent to the guillotine.

Short Questions:

1. What was the Reign of Terror, and when did it take place?
2. Who was Robespierre, and what policies did he follow during the Reign of Terror?
3. Who were considered “enemies” of the republic during the Reign of Terror, and what was their fate?
4. What was the guillotine, and why was it named after Dr Guillotin?
5. What were some of the economic policies implemented during the Reign of Terror?
6. What measures were taken to promote equality during the Reign of Terror?
7. What happened to Robespierre, and why did his supporters begin to demand moderation?

Answers:

1. The Reign of Terror refers to the period from 1793 to 1794.
2. Robespierre was a key figure in the French Revolution who followed a policy of severe control and punishment during the Reign of Terror. He implemented policies aimed at achieving greater equality, but also used violence and repression to suppress dissent.
3. “Enemies” of the republic during the Reign of Terror included ex-nobles, clergy, members of other political parties, and even members of Robespierre’s own party who did not agree with his methods. They were arrested, imprisoned, and tried by a revolutionary tribunal. If found guilty, they were guillotined.
4. The guillotine is a device used for beheading people, consisting of two poles and a blade. It was named after Dr Guillotin, who invented it as a more humane method of execution.
5. Economic policies implemented during the Reign of Terror included placing a maximum ceiling on wages and prices, rationing meat and bread, and requiring peasants to sell their grain at prices fixed by the government. The use of more expensive white flour was forbidden, and all citizens were required to eat wholewheat bread.
6. Measures taken to promote equality during the Reign of Terror included using forms of speech and address that emphasized citizenship instead of social class, and converting churches into barracks or offices.
7. Robespierre was ultimately convicted by a court in July 1794, arrested, and sent to the guillotine the following day. His supporters began to demand moderation because they were concerned about the excessive use of violence and repression, and feared that Robespierre was becoming a tyrant.

3.2 A Directory Rules France

The fall of the Jacobin government allowed the wealthier middle classes to seize power. A new constitution was introduced 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 a safeguard against the concentration of power in a one-man executive as under the J acobins. However, the Directors often clashed with the legislative councils, who then sought to dismiss them. The political instability of the Directory paved the way for the rise of a military dictator, Napoleon Bonaparte.

Through all these changes in the form of government, the ideals of freedom, of equality before the law and of fraternity remained inspiring ideals that motivated political movements in France and the rest of Europe during the following century.

MCQs

1. Which of the following was a consequence of the fall of the Jacobin government in France?
A) Wealthier middle classes seized power
B) The non-propertied sections of society were given the right to vote
C) A one-man executive was established
D) The ideals of freedom, equality before the law and fraternity were abandoned

2. What was the purpose of introducing a new constitution in France after the fall of the Jacobin government?
A) To concentrate power in a one-man executive
B) To provide for two elected legislative councils
C) To abolish the property requirement for voting
D) To establish a Directory of five members

3. Why did the legislative councils often seek to dismiss the Directors of the Directory?
A) Because they wanted to establish a one-man executive
B) Because they disagreed with the policies of the Directors
C) Because they were unhappy with the composition of the Directory
D) Because they wanted to expand the powers of the executive

4. How did the political instability of the Directory pave the way for Napoleon Bonaparte’s rise to power?
A) It led to the establishment of a one-man executive
B) It weakened the power of the executive and legislative branches
C) It caused popular unrest and paved the way for a military coup
D) It allowed the wealthier middle classes to consolidate their power

5. Which of the following best describes the lasting impact of the ideals of freedom, equality before the law and fraternity in France and Europe?
A) They were abandoned after the fall of the Jacobin government
B) They were only relevant during the time of the Directory
C) They continued to inspire political movements throughout the following century
D) They were replaced by new ideals under Napoleon Bonaparte

Answers:

1. a) Wealthier middle classes seized power
2. b) To provide for two elected legislative councils
3. c) Because they disagreed with the policies of the Directors
4. d) It caused popular unrest and paved the way for a military coup
5. e) They continued to inspire political movements throughout the following century

Short Questions:

1. How did the fall of the Jacobin government affect the political landscape in France?
2. What was the new constitution introduced after the fall of the Jacobin government and how did it impact society?
3. Why was the Directory introduced as an executive made up of five members?
4. How did the relationship between the legislative councils and the Directors affect the stability of the Directory government?
5. What factors contributed to the rise of Napoleon Bonaparte as a military dictator?
6. What were the enduring ideals that persisted throughout the changes in the form of government in France?
7. How did these ideals influence political movements in France and the rest of Europe during the following century?

Answers:

1. The fall of the Jacobin government allowed the wealthier middle classes to seize power, resulting in changes in the political landscape in France.
2. The new constitution introduced after the fall of the Jacobin government denied the vote to non-propertied sections of society and provided for two elected legislative councils.
3. The Directory was introduced as an executive made up of five members to safeguard against the concentration of power in a one-man executive as under the Jacobins.
4. The relationship between the legislative councils and the Directors often led to clashes, which resulted in political instability and paved the way for the rise of a military dictator.
5. The political instability of the Directory government and the military successes of Napoleon Bonaparte contributed to his rise as a military dictator.
6. The enduring ideals that persisted throughout the changes in the form of government in France were freedom, equality before the law, and fraternity.
7. These ideals influenced political movements in France and the rest of Europe during the following century by inspiring and motivating various political movements that sought to uphold these values.

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4. Did Women have a Revolution?

(Page – 18, 19, 20)

From the very beginning women were active participants in the events which brought about so many important changes in French society. They hoped that their involvement would pressurise the revolutionary government to introduce measures to improve their lives. Most women of the third estate had to work for a living. They worked as seamstresses or laundresses, sold flowers, fruits and vegetables at the market, or were employed as domestic servants in the houses of prosperous people. Most women did not have access to education or job training. Only daughters of nobles or wealthier members of the third estate could study at a convent, after which their families arranged a marriage for them. Working women had also to care for their families, that is, cook, fetch water, queue up for bread and look after the children. Their wages were lower than those of men.

In order to discuss and voice their interests women started their own political clubs and newspapers. About sixty women’s clubs came up in different French cities. The Society of Revolutionary and Republican Women was the most famous of them. One of their main demands was that women enjoy the same political rights as men. Women were disappointed that the Constitution of 1791 reduced them to passive citizens. They demanded the right to vote, to be elected to the Assembly and to hold political office. Only then, they felt, would their interests be represented in the new government.

In the early years, the revolutionary government did introduce laws that helped improve the lives of women. Together with the creation of state schools, schooling was made compulsory for all girls. Their fathers could no longer force them into marriage against their will. Marriage was made into a 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.

Women’s struggle for equal political rights, however, continued. During the Reign of Terror, the new government issued laws ordering closure of women’s clubs and banning their political activities. Many prominent women were arrested and a number of them executed.

Women’s movements for voting rights and equal wages continued through the next two hundred years in many countries of the world. The fight for the vote was carried out through an international suffrage movement during the late nineteenth and early twentieth centuries. The example of the political activities of French women during the revolutionary years was kept alive as an inspiring memory. It was finally in 1946 that women in France won the right to vote.

MCQs

1. What was the main reason for women to participate in the French Revolution?
a. To gain access to education and job training
b. To demand the right to vote
c. To increase their wages and improve their working conditions
d. To participate in political clubs and newspapers

2. What was the Society of Revolutionary and Republican Women’s main demand?
a. To close women’s clubs and ban political activities
b. To reduce women to passive citizens
c. To enjoy the same political rights as men
d. To increase women’s wages

3. How did the revolutionary government initially respond to women’s demands for political rights?
a. They reduced women to passive citizens
b. They banned women’s political activities
c. They introduced laws to improve women’s lives
d. They arrested and executed many prominent women

4. What were some of the laws introduced by the revolutionary government that helped improve the lives of women?
a. Compulsory schooling for all girls and the right to vote
b. Legalization of divorce and the right to hold political office
c. Forced marriage for all women and closure of women’s clubs
d. Lower wages for men and women’s exclusion from education

5. When did women in France finally win the right to vote?
a. During the Reign of Terror
b. During the French Revolution
c. During the late nineteenth and early twentieth centuries
d. In 1946

Answers:

1. b. To demand the right to vote
2. c. To enjoy the same political rights as men
3. c. They introduced laws to improve women’s lives
4. b. Legalization of divorce and the right to hold political office
5. d. In 1946

Short Questions:

1. What were the main reasons for women’s involvement in the events of the French Revolution?
2. What were the primary occupations of women in the third estate?
3. What were some of the challenges faced by working women in terms of balancing work and family responsibilities?
4. How did women voice their political interests and demands during the French Revolution?
5. What were some of the early laws introduced by the revolutionary government to improve the lives of women?
6. Why were women’s clubs and political activities banned during the Reign of Terror?
7. How did the struggle for equal political rights and wages for women continue after the French Revolution?
8. When did women in France finally win the right to vote?

Answers:

1. Women’s involvement in the events of the French Revolution was driven by the hope that their participation would pressure the revolutionary government to introduce measures to improve their lives.
2. Most women in the third estate worked as seamstresses or laundresses, sold flowers, fruits and vegetables at the market, or were employed as domestic servants in the houses of prosperous people.
3. Working women faced the challenge of balancing work and family responsibilities, including cooking, fetching water, queuing up for bread, and looking after children, while earning lower wages than men.
4. Women voiced their political interests and demands during the French Revolution by starting their own political clubs and newspapers, with the most famous being the Society of Revolutionary and Republican Women. They demanded the right to vote, to be elected to the Assembly, and to hold political office.
5. Early laws introduced by the revolutionary government to improve the lives of women included making schooling compulsory for all girls, making marriage a contract entered into freely and registered under civil law, and legalizing divorce.
6. Women’s clubs and political activities were banned during the Reign of Terror as the new government viewed them as a threat to the established order. Many prominent women were arrested and executed.
7. The struggle for equal political rights and wages for women continued after the French Revolution through the international suffrage movement in the late nineteenth and early twentieth centuries.
8. Women in France finally won the right to vote in 1946.

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5. The Abolition of Slavery

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One of the most revolutionary social reforms of the Jacobin regime was the abolition of slavery in the French colonies. The colonies in the Caribbean – Martinique, Guadeloupe and San Domingo – were important suppliers of commodities such as tobacco, indigo, sugar and coffee. But the reluctance of Europeans to go and work in distant and unfamiliar lands meant a shortage of labour on the plantations. So this was met by a triangular slave trade between Europe, Africa and the Americas. The slave trade 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. Branded and shackled, the slaves were packed tightly into ships for the three-month long voyage across the Atlantic to the Caribbean. There they were sold to plantation owners. The exploitation of slave labour made it possible to meet the growing demand in European markets for sugar, coffee, and indigo. Port cities like Bordeaux and Nantes owed their economic prosperity to the flourishing slave trade.

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, fearing opposition from businessmen whose incomes depended on the slave trade. It was finally the Convention which in 1 794 legislated to free all slaves in the French overseas possessions. This, however, turned out to be a short-term measure: ten years later, Napoleon reintroduced slavery. Plantation owners understood their freedom as including the right to enslave African Negroes in pursuit of their economic interests. Slavery was finally abolished in French colonies in 1848.

MCQs

1. What was the primary reason for the triangular slave trade between Europe, Africa, and the Americas?
a. A shortage of labor on the plantations in the Caribbean.
b. A lack of demand for sugar, coffee, and indigo in European markets.
c. A surplus of labor in Africa.
d. A need to transport European goods to the Americas.

2. What was the role of French merchants in the slave trade?
a. They sold slaves in Europe.
b. They transported slaves from the Caribbean to Europe.
c. They bought slaves from local chieftains in Africa.
d. They provided goods and services to plantation owners.

3. Why did the National Assembly not pass any laws to extend the rights of man to slaves in the colonies during the eighteenth century?
a. The Assembly believed that slavery was necessary for economic prosperity.
b. The Assembly feared opposition from businessmen whose incomes depended on the slave trade.
c. The Assembly believed that the rights of man should only be extended to French citizens.
d. The Assembly did not have the power to legislate for the colonies.

4. Why did Napoleon reintroduce slavery ten years after it was abolished?
a. He believed that slavery was necessary for economic prosperity.
b. He wanted to increase the number of French subjects in the colonies.
c. He believed that African Negroes were inferior to white Europeans.
d. He wanted to establish a more authoritarian regime in the colonies.

5. When was slavery finally abolished in French colonies?
a. 1749
b. 1789
c. 1794
d. 1848

Answers:

1. a. A shortage of labor on the plantations in the Caribbean.
2. c. They bought slaves from local chieftains in Africa.
3. b. The Assembly feared opposition from businessmen whose incomes depended on the slave trade.
4. a. He believed that slavery was necessary for economic prosperity.
5. d. 1848.

Short Questions:

1. What was the role of the French colonies in the Caribbean in supplying commodities to Europe, and how was the demand for these commodities met?
2. How did the triangular slave trade between Europe, Africa, and the Americas contribute to the economic prosperity of port cities like Bordeaux and Nantes?
3. Why was there little criticism of slavery in France throughout the eighteenth century, and what were the factors that prevented the National Assembly from passing any laws?
4. What was the significance of the Convention’s decision to free all slaves in the French overseas possessions, and why did Napoleon reintroduce slavery ten years later?
5. When was slavery finally abolished in French colonies, and what were the main reasons behind this decision?

Answers:

1. The French colonies in the Caribbean, such as Martinique, Guadeloupe, and San Domingo, supplied commodities such as tobacco, indigo, sugar, and coffee to Europe. The demand for these commodities was met through the exploitation of slave labour, which was facilitated by the triangular slave trade between Europe, Africa, and the Americas.
2. The triangular slave trade contributed to the economic prosperity of port cities like Bordeaux and Nantes by providing them with a profitable trade route. French merchants would sail from these ports to the African coast, where they would buy slaves from local chieftains. The slaves would then be transported to the Caribbean and sold to plantation owners, who used them to produce commodities like sugar, coffee, and indigo. The profits from this trade helped to fuel the growth of these port cities.
3. There was little criticism of slavery in France throughout the eighteenth century due to the economic benefits that it brought to the country. The National Assembly held long debates about whether to extend the rights of man to all French subjects, including those in the colonies. However, the Assembly did not pass any laws because it feared opposition from businessmen whose incomes depended on the slave trade.
4. The Convention’s decision to free all slaves in the French overseas possessions was a significant step towards the abolition of slavery in France. However, Napoleon reintroduced slavery ten years later because plantation owners interpreted their freedom as including the right to enslave African Negroes in pursuit of their economic interests.
5. Slavery was finally abolished in French colonies in 1848. The main reasons behind this decision were the growing abolitionist movement in France, which was fueled by Enlightenment ideas about human rights and dignity, and the increasing pressure from Britain to end the slave trade. Additionally, the economic benefits of slavery had declined, and the French government was no longer willing to support the slave trade.

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6. The Revolution and Everyday Life

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Can politics change the clothes people wear, the language they speak or the books they read? The years following 1789 in France saw many such changes in the lives of men, women and children. The revolutionary governments took it upon themselves to pass laws that would translate the ideals of liberty and equality into everyday practice.

One important law that came into effect soon after the storming of the Bastille in the summer of 1789 was the abolition of censorship. In the Old Regime all written material and cultural activities – books, newspapers, plays – could be published or performed only after they had been approved by the censors of the king. Now the Declaration of the Rights of Man and Citizen proclaimed freedom of speech and expression to be a natural right. Newspapers, pamphlets, books and printed pictures flooded the towns of France from where they travelled rapidly into the countryside. They all described and discussed the events and changes taking place in France. Freedom of the press also meant that opposing views of events could be expressed. Each side sought to convince the others of its position through the medium of print. Plays, songs and festive processions attracted large numbers of people. This was one way they could grasp and identify with ideas such as liberty or justice that political philosophers wrote about at length in texts which only a handful of educated people could read.

MCQs

1. What was the impact of the abolition of censorship in France after 1789?
a. Newspapers, books, and printed pictures were no longer published.
b. Only government-approved written material was allowed to be published.
c. Freedom of speech and expression became a natural right.
d. The press was tightly controlled by the revolutionary governments.

2. How did the abolition of censorship affect the dissemination of information in France?
a. It restricted the flow of information to a few educated people.
b. It led to the flooding of towns with newspapers, pamphlets, books, and pictures.
c. It eliminated the publication of opposing views.
d. It prevented the political philosophers from writing about liberty and justice.

3. What were the different ways in which people identified with the ideals of liberty and justice in revolutionary France?
a. By reading books and newspapers.
b. By attending festive processions.
c. By expressing their opposing views in print.
d. By performing plays and songs.

4. What was the significance of the Declaration of the Rights of Man and Citizen in relation to freedom of speech and expression?
a. It proclaimed censorship to be a natural right.
b. It restricted the dissemination of information.
c. It gave the government complete control over cultural activities.
d. It declared freedom of speech and expression to be a natural right.

5. What was the role of print media in the revolutionary period in France?
a. It provided a means for the government to control information.
b. It helped to disseminate information about events and changes taking place in France.
c. It prevented the expression of opposing views.
d. It restricted the flow of information to a few educated people.

Answers:

1. c. Freedom of speech and expression became a natural right.
2. b. It led to the flooding of towns with newspapers, pamphlets, books, and pictures.
3. a, b, d.
4. d. It declared freedom of speech and expression to be a natural right.
5. b. It helped to disseminate information about events and changes taking place in France.

Short Questions:

1. What changes did the revolutionary governments in France bring about in the lives of people?
2. How did the abolition of censorship affect the publishing and performing of written material and cultural activities in France?
3. What was the significance of the Declaration of the Rights of Man and Citizen in terms of freedom of speech and expression?
4. How did the freedom of the press contribute to the spread of ideas and opposing views in France?
5. What were some of the cultural activities that people engaged in to express their support for ideas like liberty and justice during the French Revolution?

Answers:

1. The revolutionary governments in France brought about changes in the clothes people wear, the language they speak, and the books they read. They passed laws to translate the ideals of liberty and equality into everyday practice.
2. The abolition of censorship in France meant that all written material and cultural activities – books, newspapers, plays – could be published or performed without needing approval from the king’s censors. This led to a flood of printed material that described and discussed the events and changes taking place in France, and allowed for opposing views to be expressed.
3. The Declaration of the Rights of Man and Citizen proclaimed freedom of speech and expression as a natural right. This meant that people had the right to express their opinions and ideas without fear of censorship or persecution, and that the government could not suppress the dissemination of information and ideas.
4. The freedom of the press in France allowed for the rapid spread of ideas and opposing views. Newspapers, pamphlets, books, and printed pictures flooded the towns of France and then travelled rapidly into the countryside. This allowed people to learn about and engage with the ideas of the French Revolution, and allowed for a diversity of perspectives to be expressed and debated.
5. During the French Revolution, people engaged in cultural activities such as plays, songs, and festive processions to express their support for ideas like liberty and justice. These activities attracted large numbers of people and provided a way for them to identify with and understand the ideas of the Revolution, even if they were not highly educated.

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Conclusion

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

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. Colonised peoples reworked the idea of freedom from bondage into their movements to create a sovereign nation state. Tipu Sultan and Rammohan Roy are two examples of individuals who responded to the ideas coming from revolutionary France.

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