{"id":1049,"date":"2023-04-25T21:05:13","date_gmt":"2023-04-25T15:35:13","guid":{"rendered":"https:\/\/apboardsolutions.in\/?p=1049"},"modified":"2023-04-26T16:36:21","modified_gmt":"2023-04-26T11:06:21","slug":"ap-board-9th-class-social-studies-solutions-chapter-13","status":"publish","type":"post","link":"https:\/\/apboardsolutions.in\/ap-board-9th-class-social-studies-solutions-chapter-13\/","title":{"rendered":"AP Board 9th Class Social Studies Solutions Chapter 13 Democratic and Nationalist Revolutions 17th and 18th Centuries"},"content":{"rendered":"

SCERT AP Board 9th Class Social Solutions<\/a> 13th Lesson Democratic and Nationalist Revolutions 17th and 18th Centuries Textbook Questions and Answers.<\/p>\n

AP State Syllabus 9th Class Social Studies Solutions 13th Democratic and Nationalist Revolutions 17th and 18th Centuries<\/h2>\n

9th Class Social Studies 13th Lesson Democratic and Nationalist Revolutions 17th and 18th Centuries Textbook Questions and Answers<\/h3>\n

Improve Your Learning<\/span><\/p>\n

Question 1.
\nIdentify the name of the country in the context of the following statement: (the UK, USA, and France)
\n1) revolution where parliament system was established
\n2) country where king continues to play some role even after the revolution
\n3) country that had to war against another in order to establish its democracy
\n4) The bill of rights was adopted
\n5) Overthrow of the monarchy was led by the peasants
\n6) Declaration of Rights of Man and Citizen was adopted
\nAnswer:<\/p>\n

    \n
  1. UK<\/li>\n
  2. UK<\/li>\n
  3. USA<\/li>\n
  4. USA<\/li>\n
  5. France<\/li>\n
  6. France<\/li>\n<\/ol>\n

    Question 2.
    \nWhat were the main ideas of social thinkers, which were significant to the establishment of new forms of governments? How did they gain popularity?
    \nAnswer:<\/p>\n

      \n
    • Philosophers such as John Locke and Rousseau envisaged a society based on freedom and equal laws and opportunities for all.<\/li>\n
    • Locke in his “Two Treatises of Government” advocated theory of Natural rights and opposed the doctrine of the divine and absolute right of the monarch.<\/li>\n
    • Rousseau carried the idea forward and laid foundation for democracy in his book “The Social Contract”.<\/li>\n
    • Montesquieu, in his book “The Spirit of Laws” proposed a division of power between the legislature, the executive and the judiciary.<\/li>\n
    • Voltair advocated restricted powers.<\/li>\n
    • Thomas Jefferson advocated to fight for the political rights of the people.<\/li>\n
    • These ideas were discussed in salons and coffee-houses.<\/li>\n
    • Spread among the people through books.<\/li>\n
    • These ideas were read aloud in groups to benefit those who could not read and write.<\/li>\n<\/ul>\n

      \"AP<\/p>\n

      Question 3.
      \nDescribe the circumstances leading to the outbreak of revolutionary protest in France.
      \nAnswer:
      \nThe French Revolution is an important political revolution in the world. It has laid foundation for democracy and human rights. The following are the circumstances that led to the outbreak of the French Revolution.
      \n1. Social causes:<\/p>\n

        \n
      1. The French society was divided into three estates.<\/li>\n
      2. The members of the first two estates, that is, the clergy and the aristocracy, enjoyed certain privileges and were exempted from paying taxes.<\/li>\n
      3. The burden of taxes was borne by the third estate alone. This problem was compounded by failure of crops.<\/li>\n<\/ol>\n

        2. Political causes :<\/p>\n

          \n
        1. In 1774, Louis XVI ascended the throne of France.<\/li>\n
        2. He was quite inefficient and was influenced by his wife.<\/li>\n
        3. The influence of nobles and priests also had bad effect on the administration.<\/li>\n<\/ol>\n

          3. Growth of Middle class :<\/p>\n

            \n
          1. The eighteenth century witnessed the emergence of new social groups, collectively termed the middle class.<\/li>\n
          2. This group of the third estate became powerful due to their access to education and new ideas.<\/li>\n
          3. They believed that no group in the society should be privileged by birth.<\/li>\n<\/ol>\n

            4. Intellectual causes :
            \nThe third estate was influenced by the philosophical thoughts of Locke, Rousseau, etc.<\/p>\n

            5. Summoning of Estate General :<\/p>\n

              \n
            1. Long years of war had drained the financial resources of France.<\/li>\n
            2. To increase the taxes to meet the expenses, in 1789, summoned the Estates General.<\/li>\n
            3. Summoning of Estate General was the immediate causes of the French Revolution.<\/li>\n<\/ol>\n

              Question 4.
              \nWhich groups of French society benefited from the revolution? Which groups were forced to relinquish power? Which sections of society would have been disappointed with the outcome of the revolution?
              \nAnswer:<\/p>\n

                \n
              • The third estate, i.e. landless labour, small peasants, middle class were benefited as their rights were recognized.<\/li>\n
              • The privileges enjoyed by the members of the first two estates were abolished.<\/li>\n
              • Hence the first two estates, i.e. the clergy and the aristocracy were disappointed with the outcome of the revolution.<\/li>\n<\/ul>\n

                Question 5.
                \nAfter completing the chapter on Fundamental Rights, draw up a list of the democratic rights that we enjoy today whose origins could be traced back to the French Revolution.
                \nAnswer:
                \nThe origins of the following democratic rights we enjoy today were traced to the French Revolution.<\/p>\n

                  \n
                1. Liberty<\/li>\n
                2. Equality<\/li>\n
                3. Right to participate in the formation of Legislature and Executive<\/li>\n
                4. Rule of law<\/li>\n
                5. Freedom of expression<\/li>\n
                6. Right to property.<\/li>\n<\/ol>\n

                  \"AP<\/p>\n

                  Question 6.
                  \nWould you agree with the view that the message of Universal Rights was beset with contradictions? Explain.
                  \nAnswer:<\/p>\n

                    \n
                  • Yes. The message of Universal Rights was beset with contradictions.<\/li>\n
                  • Contradiction was evident as regards women. Women did not enjoy the same political rights nor were their wages equal to men.<\/li>\n
                  • The French revolution has been the symbol of liberty, equality and fraternity but later the French became the conquerers instead of liberators.<\/li>\n
                  • And it was the direct contradiction of the terms.<\/li>\n
                  • Slave trade, the most inhuman practice was yet another blatant contradiction.<\/li>\n<\/ul>\n

                    Question 7.
                    \nWhat made the American colonists to raise the slogan ‘No Taxation without Representation’?
                    \n(OR)
                    \nHow did you understand the slogan ‘No Taxation without Representation?
                    \nAnswer:<\/p>\n

                      \n
                    • The English Parliament assumed powers to make laws for the American states but the people of those states did not vote for the Parliament.<\/li>\n
                    • American colonies were taxed heavily by the British Government.<\/li>\n
                    • The Parliament often passed laws that favoured English traders at the cost of the people of the colonies.<\/li>\n
                    • The American colonies therefore raised the slogan “No Taxation without Representation”.<\/li>\n<\/ul>\n

                      \"AP<\/p>\n

                      Question 8.
                      \nWhat do understand by middle class ? How did it emerge in Europe?
                      \n(OR)
                      \n‘The eighteenth century witnessed the emergence of new social groups collectively termed the middle class’ – Explain about the emergence of middle class in Europe.
                      \nAnswer:<\/p>\n

                        \n
                      • Within the Third Estate, a group of people had access to education and new ideas and became prosperous.<\/li>\n
                      • They earned their wealth through expanding means of overseas trade and from the manufacture of goods such as woollen and silk textiles.<\/li>\n
                      • This new social group was collectively termed as middle class.<\/li>\n<\/ul>\n

                        Question 9.
                        \nLocate England, France, Prussia, Spain and Austria on the map of Europe.
                        \nAnswer:
                        \n\"AP<\/p>\n

                        Question 10.
                        \nHow do you understand women’s role in French Revolution
                        \nAnswer:
                        \nWomen’s role in French Revolution : 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 govern\u00acment 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.<\/p>\n

                        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. They demanded the right to vote, to be elected to the Assembly and to hold political office.<\/p>\n

                        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. It was finally in 1946 that women in France won the right to vote.<\/p>\n

                        Question 11.
                        \nRead the paragraph under the title “The Reign of Terror” of page 169 and comment on it.<\/p>\n\n\n\n
                        The Reign of Terror
                        \nThe 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 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
                        \ntried by a revolutionary tribunal. If the court found them ‘guilty’ they were guillotined. 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 whole wheat. 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.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                        Answer:
                        \nThe Reign of Terror:
                        \nIn the autumn of 1793, Robespierre and the Jacobins focused on addressing economic and political threats within France. What began as a proactive approach to reclaiming the nation quickly turned bloody as the government instituted its infamous campaign against internal opposition known as the reign of terror.<\/p>\n

                        Beginning in September, Robespierre, under the auspicious of the committee of public safety, began pointing an accusing finger at any one whose beliefs seemed to be counter revolutionary – citizens who had committed no crime but merely had social or political agendas that varied too much from Robespierre. The committee targeted even those who shared many Jacobin views but were perceived as just slightly too radical or conservative. A rash of executions ensured in Paris and soon spread to smaller towns and rural areas.<\/p>\n

                        During the nine-month period that followed, anywhere from 15,000 to 50,000 French citizens were beheaded at the guillotine. Even longtime associates of Robespierre such as Georges Danton, who had helped orchestrate the Jacobin rise to power, fell victim to the paranoia. When Danton wavered in his conviction, questioned Robespierre increasingly. The lives were on the edge of a blade.<\/p>\n

                        \"AP<\/p>\n

                        Question 12.
                        \nLearn something more about the different personalities who played an important role in American and French revolution. Which of them impresses you the most and why? Write a paragraph on him\/ her.
                        \nAnswer:<\/p>\n

                          \n
                        1. Jacques – Pierre Brissot<\/li>\n
                        2. Charles de Calonne<\/li>\n
                        3. Lazare carnot<\/li>\n
                        4. Marquis de Lafayatte<\/li>\n
                        5. Jacques Necker<\/li>\n
                        6. Maximillian Robespierre<\/li>\n
                        7. Emmanuel – Joseph Sieyes<\/li>\n
                        8. Thomas Jafferson<\/li>\n<\/ol>\n

                          These are all participated and played an important role in French and America revolu-tions. But I like more Marquis de Lafayatte. Why because he participated in American and French Revolutions both.<\/p>\n

                          Marquis de Lafayette :
                          \nLafayate was one of the generals of Louis XVI. Born in a noble family of France, he displayed great qualities of courage and adventure on various occassions. He was also known for his political acumen. He was sent to America during American war of Independence. He helped George Washington in defeating England. While he was in America, he was deeply influenced by the drafting of a constitution and the grant of declaration of rights. On his return from America, he was elected to the estate general and participated in the French Revolution.<\/p>\n

                          Jacques – Pierre Brissot:
                          \nA member of the Legislative Assembly and National Conven\u00action who held a moderate stance and believed in the idea of a constitutional monarchy.<\/p>\n

                          Charles de calonne :
                          \nThe controller general of finance appointed by king Louis XVI after Jacques Necker was forced out of office in 1781.<\/p>\n

                          Lazare carnot :
                          \nA French soldier appointed by the committee of public society to help reorganise the failing war effort against Austria and Prussia.<\/p>\n

                          Jacques Necker:
                          \nHe was appointed as a genera! of finance in the late 1770s.<\/p>\n

                          Maximilien Robespierre :
                          \nA brilliant political factician and leader of the radical Jacobins in the National Assembly.<\/p>\n

                          Emmanuel-Joseph Sieyes :
                          \nA liberal member of the clergy, supporter of the third estate and author of the fiery 1789 pamphlet “What is the Third Estate”?<\/p>\n

                          9th Class Social Studies 13th Lesson Democratic and Nationalist Revolutions 17th and 18th Centuries InText Questions and Answers<\/h3>\n

                          Question 1.
                          \nWhat was the effect of the Civil war on the king and the people of the England? (Text Book Page No. 161)
                          \nAnswer:<\/p>\n