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CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL CLASS IX HISTORY - UNIT I French Revolution Events, Processes and Consequences S T U D E N T S ’ M A N UA L 1 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL CONTENTS 1. The Old Regime and its Crisis Bourbon Family of Kings 2. Socio-economic Forces behind the revolution The First Estate The Second Estate The Third Estate Economic Factors and the Subsistence Crisis The Assembly of the Notables 3. Course of the Revolution Meeting of the Estates General Formation of a National Assembly Storming of Bastille Violence in the Countryside Abolition of Feudalism and Privileges Proclamation of Rights of Man and Citizen Women’s March to Versailles France transforms into a Constitutional Monarchy King‘s Flight to Varennes The Declaration of Pillnitz and Storming of Tuilleries France becomes a Republic Robespierre and the Reign of Terror Directory Rules over France 4. Role of Philosophers 5. Rise of Political Clubs 6. Emergence of Napoleon Bonaparte 7. Legacy of the Revolution 2 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL INTRODUCTION The French Revolution was the most revolutionary/important event in the history of Europe since the fall of the Rome. It unleashed new forces which created a new political culture centered on the core values of liberty, equality and fraternity. It, for the first time brought people to the forefront of politics and set the model for later revolutions. It was considered to be the victory of Democracy over tyranny and the Modern state over absolutism The Old Regime and Its Crises Period of history till 1789 in France is considered to be that of the Old Regime. Roots of the French Revolution can be traced back to this period which is often considered to be the representative of a system that comprised of absolutist politics, legal inequality, feudal economy and dominance of the Roman Catholic Church. Under the old regime in France, when the Church and the State were not separated, the idea of the Divine powers of the king laid the foundation of absolutism and tyranny. Bourbon Family of Kings Bourbon family of kings dominated a large part of the Old Regime as absolute monarchs. Three of them, directly or indirectly responsible for pushing the people towards the revolution were Louis XIV, Louis XV and to a great extent King Louis XVI. LOUIS XIV: He was the most powerful ruler in the 17th century Europe and controlled France for over fifty years, without ever consulting his nobles or the French Parliament. He was just five years old when he became the king of France in 1643. He took control of the governance in 1661 when he was 22 years of age. To help him run the country, Louis chose and appointed advisers who were intelligent, talented and loyal to him. He was determined to ensure that there were no revolts and uprisings in his kingdom, hence, centralized all political power in him and became an absolute ruler. 3 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL To fulfill his ambition of a larger kingdom, he waged wars on various other countries in Europe. Though he gained very small areas of land, these wars made France feared and respected. These wars were quite expensive and increased the burden of taxes on the middle class and the peasantry. Louis ordered construction of a magnificent palace at Versailles near Paris categorically to keep the nobility under control and to stop them from becoming powerful. Louis moved to Versailles with his family and retinue of servants. He also forced many French nobles to live in the palace, so that he could keep an eye on them all the time. Construction of Palace of Versailles, lavish and frivolous expenditure and extravagance of the royalty, clergy and nobility put an enormous burden on an already shaken economy due to wars waged by Louis. This sowed the seeds of anger and resentment in the society and finally led to a revolution later during the reign of Louis XVI. LOUIS XV: In 1715, Louis XIV died and his five year old great grandson became Louis XV. He was dominated by his mistress, Jeanne Antoinette Pompadour, who later began to play a major role in state affairs. Jeanne Pompadour played an important role in aligning France with the Habsburgs of Austria, ending a 250 year feud between the Bourbon family and the Habsburgs.1Their treaty contributed to the Seven Years’ War, with Britain and Prussia on one side and France, Austria, Sweden and Russia on the other. The Seven Years’ War was a total disaster for France. It shattered its economy further and added to the unrest in society. Louis XVI and Marie Antoinette: Louis XVI ascended to the throne amidst a financial crisis. He was just 20 years old when the death of Louis XV on the 10th of may 1774 placed him on the throne. He was married to Marie Antoinette, daughter of the Empress Maria Theresa of Austria. At first he did not care for Marie Antoinette, but after he came under her influence, her thoughtless conduct compromised his 4 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL political beliefs and farsightedness. By !778, France was in a crisis of confidence in their rulers, Louis XVI and Marie Antoinette who seemed incompetent, and profligates when it came to spending money. Upon his accession, the new king found an empty treasury. Long years of wars with Britain had drained a great deal of wealth from France. He compounded his problems by entering the American Revolution in 1778 in support of the American colonies. This war added more than a billion livers to a debt that had already risen to more than two billion livers. Lenders who extended credit to the state now began to charge around 10 percent interest on the loans. The government was now obliged to spend an increasing percentage of its budget on interest payments alone. Besides, to meet its regular expenses such as the cost of running government and its offices, maintaining an army , conducting the court proceedings, maintenance and upkeep of the Palace of Versailles, the state was forced to increase taxes. Socio-Economic forces behind the Revolution The Three Estates The French Society in the 18th century was based on the feudal system that dated back to the Middle Ages. There are three major perspectives of this society that concern the French revolution. They are its three divisions or estates, namely the first, the second and the third estate The First Estate The King was above the system of estates. The first estate included the clergy or the Church. The clergy enjoyed privileges by birth and owned nearly 10 percent of all land in France. They paid no taxes but to support Church activities such as running schools and caring for the poor, it collected a tax which was one tenth of the income of the peasants known as “Tithes”. Clergy exercised great authority and were in-charge of the registers of births, marriages, and deaths. It had total control over education and charity. Though clergy represented the Church, it was almost indifferent towards the maintenance of the religion and their charitable duties. 5 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL They collected tithes in the name of helping the poor, but in reality, never did so. The first estate perfectly illustrated the amount of power and wealth possessed by the church during the time when Church and State were not separated. The Second Estate It was the richest class similar to the first estate in many ways but was not homogeneous in its structures. It included the nobility and people of high breeding and social status. The nobles were further segregated in different categories like the High Nobility, Average Nobility and the Lower Nobility or the Court Nobility, Parliamentary Nobility and the Administrative Nobility. Most of the ministers of the court were nobles and clergy was also filled with younger sons of noble families. Majority of nobles were lords of fiefs and hence enjoyed all the manorial privileges, regardless of their financial positions. They also had the privilege of exemption from paying taxes and had a luxurious and extravagant life style. Many members of the second estate were not even rich but since they were born into a noble family, therefore were considered nobility. They had certain privileges by birth like the collection of feudal dues from the peasants. The Third Estate The third estate consisted of French citizens who were not classified either as Clergy or Nobility. This class comprised of more than 90 percent of the population and 6 was further divided into three. CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL 1. The middle class comprising big businessmen, rich merchants, court officials and lawyers etc., who were often worried about their social status. 2. Peasants and artisans 3. Urban workers, landless labor and servants Though this class did all the hard work and produced most of what the kingdom required, the entire burden of taxes was borne by the third estate alone. The material existence of peasants was quite miserable; their dwelling places were altogether, inadequate. The food of the peasants was always coarse, and often in sufficient. They were the worst hit during the subsistence crisis. Not only this, peasants were obliged to render services to the feudal lord– by working in his house and on his fields, by serving in the army or by participating in building roads. They were forced to pay taxes on their income, land, property, crops, salt, tobacco, wine and even on their lives. Bourgeoisie or the middle class was comprised of bankers, manufacturer of goods like woolen and silk, goldsmiths, merchants, overseas traders, printers and book dealers etc. There was another class of the third estate whose existence depended less directly upon the economic system. They were the lawyers, the physicians and the administrative officers. At Paris and in other large cities, the bourgeoisie was superior to the nobility in wealth, ability and personal merit. They believed that no one in the society should be privileged by birth and a person‘s social status must depend upon his working potential and merit. The bourgeoisies were conscious of their superiority but they were everywhere humiliated and were excluded by military regulations from positions in the army. Relation between the three estates The relations between the three estates were rocky at their best. The first and the second estates had quite similar political beliefs and aspirations, hence, they grouped together most of the times keeping the third estate a side. The third estate strongly resented the privileges enjoyed by the upper classes and demanded reforms in the system. The third estate did not have equal representation in the government and hence, had no influence on voting procedures. They were always exploited and suppressed. Hence they rose up in defiance against the Estates General. All the social classes under the third estate turned unanimously against the nobility. The peasants complained especially against the feudal system which had the most glaring abuses. The middle class and the bourgeoisie resented the 7 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL exemptions enjoyed by nobility and claimed that equality be created and they should be eligible to all positions in the service of the state. It was not the hostility and enmity of the third estate that posed the greatest threat to the nobility. It was actually the lack of feeling of solidarity among the nobles at different levels which was the most serious threat to their position. Economic factors and the subsistence crisis Between 1715 and 1771, French commerce had increased eight- fold; it was exporting sugar, coffee, and indigo that were being produced in its colonies in the Caribbean. But advance in commerce did not result in well-being and up lift of the common people. Population of France had increased from about 19 million in 1700 to 28 million in1789. This led to a rapid increase in the demand for food grains. Agricultural production could not keep pace with the increasing demand. Besides, government had no planning and sufficient storage of grains to meet the demands during such crisis and emergencies. So, the price of bread increased rapidly creating problems for majority of people as it was their staple diet. Factory owners took advantage of the situation and fixed the wages of the workers at a very low scale. Wages did not increase with the same rate as the prices did, thus, resulting in the reduction of the purchasing power of the commoners. In July, 1788, a hail storm destroyed crops. France experienced an extremely severe winter during 1788-89, making the matters even worse. Getting no relief from the government, starving people broke into food riots. This led to a subsistence crisis where people struggled even to survive. This situation was something which occurred quite often in France during the old regime. France‘s prolonged involvement in seven years of war (1756-63), and its support to the American revolution of 1775-83 drained the royal treasury. The assembly of Notables Louis XVI considered extending taxation to the two privileged orders: the Nobility and the Catholic Church and with this in mind he convened a consultative body of nobles and clergy called the Assembly of Notables. In this meeting, the first and the second estates were urged either to agree to the new taxes or to forfeit their exemption to the current ones. Unsurprisingly, the notables refused both the plans. Since the Assembly of Notables remained a failure, king, in order to seek solutions to his financial problems, decided to call the meeting 8 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL of the Estates General which was are presentative body of all the three estates. Assembly of Notables Course of the Revolution Meeting of the Estates General The Estates General met on May 5, 1789 after a gap of almost two centuries, as its last meeting was held in1614. The assembly was called to pass proposals regarding new taxes and was held in a resplendent hall in the palace of Versailles. The first and the second estate sent three hundred representatives each while the third estate sent six hundred representatives from the Bourgeoisie class who were educated and prosperous, especially the lawyers. They had brought around forty thousand letter of grievances on the behalf of peasants, the artisans and women. Things somehow went wrong, and all the representatives instead of discussing the tax proposal of the king, began to discuss separately the organization of the legislature and its voting pattern. Voting in estates general in the past used to be conducted on the basis of majority according to the principle that each estate had one vote. But this time members of the third estate expressed their resentment and demanded that voting now be conducted on the 9 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL principle of each member one vote and asked for more influence since they were more than ninety percent of the population. When king rejected this demand they rebelled and walked out of the assembly hall inprotest. With this, the stage for a possible Revolution was set. Formation of National Assembly The representatives of third estate declared themselves as the spokes men of the entire France since they represented the largest number of population.. Liberal clergy and the lower nobility stepped forward and joined the rebels. On17 June, 1789, they declared themselves as the National Assembly of the people of France, not of the estates. On 20 June, 1789, they all assembled in the hall of an indoor tennis court in the grounds of Versailles and swore not to disperse or separate until they had drafted a constitution for France, this is also known as the ― Tennis Court Oath. Estates General ceased to exist, its place, now was taken up by the National Assembly. Mirabeau, a noble himself and Abbé Sieyès, a member of the clergy led the proceedings. Though, both of them belonged to the privileged class they seriously felt the need to do away with feudal society. Mirabeau brought out a journal and delivered impactful speeches to the crowds of peasants and workers who had assembled at the grounds of Versailles. Abbé Sieyès, a theorist and a Catholic priest argued the paramount importance of the third estate in his pamphlet –―What is the third estate? His pamphlet projected the third estate to be the real nation, inciting the masses to take the situation in their own hands if the 10 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL aristocracy failed to fulfill their demands. Storming of Bastille While the national assembly was engrossed in drafting a constitution at Versailles, the rest of France was in turmoil. Suspicions generated by the political crisis had aggravated the discontent aroused by the failure of the harvest and exceptionally severe winter in 1788. Subsistence crisis had arrived again, the price of bread rose beyond the reach of a common man. Wholesalers and bakers often exploited the situation and hoarded supplies. Women had to spend long hours in queues at the bakeries and still had to return empty handed. This resulted in food riots; crowds of angry women stormed in to the shops and tried to grab food by use of force and violence. Rumors spread that the King would soon order the army to open fire upon the common masses. This put the city of Paris in a state of alarm. The same day, price of bread in Paris had reached its highest level ever. On the morning of 14 July, 1789, thousands of men and women gathered in front of the town hall, determined to form a peoples ‘militia. They attacked a number of government building in search of weapons and ammunition. The fortress prison of Bastille was symbolic of the repressive and despotic powers of the French monarch and was believed to hold arms and ammunition that would allow the Parisians to face the King‘s army. The insurgents, a group of several hundred people, marched towards the fortress prison of Bastille, which was perceived to be a symbol of despotic powers of the King. They stormed the prison in the hope of finding hoarded ammunition. The armed fight between peoples’ militia and the Royal guards continued for several hours. After a fierce combat, the commander of the Bastille was killed and the prison fell into the hands of the masses. The prisoners were released, though there were only seven of them and the fortress was demolished. Its stone fragments and other properties were sold in the market as souvenirs of its destruction. 11 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL Demolition of the Bastille was a big blow to the King‘s position as it had represented King‘s absolute powers since ages. Its demolition mean tan open defiance to King‘s authority. According to many historians storming of the Bastille marked the beginning of the French Revolution. Political Symbols Since most of the people in France were illiterate, the revolutionaries used the following signs and symbols to sensitize and involve them in the revolution. Try to find out what they mean. (From L to R – Three colors of flag, All Seeing Eye, Snake biting its own tail, Broken chains, Septre, Phrygian cap, Winged personification of law, Bundle of sticks with axe.) Violence in the countryside A number of peasants’ uprisings took place outside Paris especially in the countryside. There were rumors that the Lord of fiefs and the nobles of the manor had hired soldiers to destroy the ripe crops of the peasants. Infuriated by this and also due to fear of losing their crops, peasants in various districts of France seized spades, pitch forks and other farm instruments and attacked the chateaux, castles and manor houses. They looted hoarded grain and other commodities, burnt down heaps of documents and archives containing records of 12 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL manorial dues and debts. Uncountable number of aristocrats and nobles fled and escaped to the neighboring countries in order to save their lives. Urban up risings and violence in the countryside consolidated the Assembly‘s position. Emotional tensions ran high. Fearing the anger and potential of the rebellious masses, Louis XVI, finally recognized the existence of the National Assembly and granted approval to the idea of a Constitutional monarchy. The Assembly gained political stability by imposing martial law which was to be enforced by the National Guard. Members of the Assembly were influenced by the ideas of Enlightenment and wished to reorganize the entire political system in France. Most of them were from the bourgeoisie class with the prominence of eminent lawyers and influential nobles. They were committed to bring out the change and at the same time were determined to maintain law and order, protect public and personal property and further their political and economic interests. Role of Philosopher John Locke Jean Jacques Rousseau Montesquieu Like rest of the Europe, France had also experienced the age of reason, better known as the period of Enlightenment. It was a time when various philosophers, writers and political thinkers advanced their sociopolitical ideology through many of their important articles, books, political discourses and writings. The ideas which envisaged a society based on freedom, equal laws and opportunities for all were originally put forwarded by the philosophers such as John Locke, Jean Jacques Rousseau and Montesquieu. John Locke, widely known as the Father of Liberalism, was an English philosopher and physician, and was regarded as one of the most influential of Enlightenment thinkers . His 13 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL writings influenced Voltaire and Rousseau as well as the American revolutionaries. In his ― Two Treatises of Government, which he wrote to defend the Glorious Revolution of 1688, sought to oppose the idea of the doctrine of the divine and absolute rights of the Monarch. He also advocated Governmental separation of powers and believed that revolution is not only a right but an obligation in some circumstances. Rousseau carried the idea forward, proposing a form of government based on a social contract between people and their representatives in his book–Social Contract and promoted the idea of general will. He was also one of the major philosophers, writers and composers of the 18 th century. His political philosophy heavily influenced the French Revolution as well as the American Revolution and the overall development of modern, political, socio – logical and educational thoughts. During the period of French Revolution, Rousseau was the most popular of the philosophers amongst the members of the Jacob in Club. He was interred as a National hero in the Pantheon in Paris, in1794, sixteen years after his death. His most important work, the Social Contract outlines the basis for a legitimate political order within a framework of classical republicanism. It begins with the dramatic opening lines―Man was born free, and he is everywhere in chains. One man thinks he is the master of others but remains more of a slave than them. He argued that the sovereignty or the power to make laws should be in the hands of the people. Another influential political thinker, who lived during the Enlightenment, was Montesquieu. He is famous for his articulation of the theory of separation of powers which he presented in his book, The Spirit of Laws. He proposed a division of power within the government between the legislature, the executive and the judiciary. This model of government was later put into force in the United States of America after it declared independence from Britain. The ideas of all these philosophers were very popular amongst the members of the middle class who were educated and were demanding an end to the privileges by birth extended to the first and the second estates. They met at saloons and coffee houses and discussed the ideas of various philosophers and further spread them amongst people, through books, pamphlets and news-papers. Many of the members of the bourgeoisie were ardent followers of these ideas. They often read these ideas and works aloud in public gatherings so as to acquaint those people with these ideas. CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL Abolition of Feudalism and privileges On the fateful night of 4 August, 1789, the National Assembly passed a decree abolishing feudal privileges and system of obligations and taxes. Members of the clergy were also forced to give up their privileges. Serfdom, manorial dues, feudal benefits, unequal taxes and sale of offices were denounced. Tithes were abolished and lands owned by the Church were confiscated. As a result, the government acquired wealth worth at least billion livers. In a few days, the old regime, which had existed for a thousand years, came to an end. Proclamation of rights of man and citizens To further clarify its political ideology and course of action, on August 26, 1789, the National Assembly issued the Declaration of Rights of Man and Citizen. Rather than law, this was a statement of principles, the purpose of which was to educate and enhance love of liberty. Hence, it was considered to be the preamble for the new constitution. It proclaimed Inalienable rights of the Humans like the right to liberty, property, security and above all, equality before law. It ensured freedom of speech, opinion and press, promised right to safety and resistance to oppression. All male citizens were made eligible for a public office or a government job on the basis of their qualification. The proclamation emphasized that these were natural and inalienable rights, thus, belonged to each human being by birth. They could not be taken away and it was the duty of the state to protect each citizen‘s natural rights. Women March to Versailles Right from the beginning, women participated actively in all the events that changed the sociopolitical course of France. They had anticipated that their involvement in such activities would compel the National Assembly to bring forth measures to improve their lives. Most women shouldered the burden of feeding their families and worked as seamstresses or laundresses, sold flowers, fruits, and vegetables at the market, or were employed as domestic servants in the houses of nobles and wealthy people. Most of them did not have access to education or any kind of job training. Only daughters of nobles and prosperous members of the society could study at the convent after which their families CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL married them off. Working women had also to look after their families, care for their need that is to cook, fetch water, queue up at the bakeries for bread and look after their children. They were paid much less than the men folks. During the Revolution, they were a part of people‘s militia that stormed the prison of Bastille. They often organized street marches, and protests against the price rise and food crisis in Paris. On August 7, 1789, hundreds of them marched to Versailles and appreciated the King for accepting the national Assembly. The final sequence in the entire story came when on 5 October, 1789, several thousands of women marched to Versailles, many of them armed with farm implements and cannons, and accompanied by the National Guard. They demanded the King to address the food crisis and to put an end to theory all efforts to block the National Assembly. They also demanded the King and his administration move to Paris as assign of good faith in ad- dressing the widespread poverty. On 6 October, 1789, the King and the royal family having little choice moved from Versailles to Paris under the protection of the National Guards and were virtually imprisoned at the palace of Tuilleries. Women’s March to Versailles France transforms in to a constitutional monarchy The National Assembly functioned not only as a legislature but also as an institution to draft a new constitution. It completed the draft constitution in 1791 with an objective to limit the powers of the monarch. The political authority and power instead of being concentrated in the hereditary ruler were now separated. This made France a constitutional monarchy and CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL established a clear impact of the ideology of Montesquieu and the enlightenment philosophers on the members of the National Assembly. Separation of powers led to the emergence of three different bodies–the legislature, the judiciary, and the executive. The task of law making was assigned to the unicameral National Assembly, which was indirectly elected. It was scheduled to meet after every two years. The King could nominate ministers but could not dissolve or dismiss the legislature. He was left with only a suspensive veto; he could suspend or delay the enforcement of law for a while, but could not block it totally. The constitution led to the creation of an independent and elected judiciary. Local government was completely reorganized at three levels–the departments, the districts and the commoners. Despite the civil rights promised in the declaration, only those men, above 25years of age, who paid minimum taxes equivalent to three days‘ wage of al a borer, acquired the right to vote and were termed as - Active citizens. Property qualifications for holding the position of a deputy to the assembly or the public office were even higher. Rest of the men and all women were categorized as―Passive citizens because they were deprived of the right to vote. The Assembly, through civil constitution of clergy, transformed clergy into salaried employees of the state who were required to swear loyalty to the constitution and the country. Though women did not get the right to vote, marriage became a civil contract, entered into freely and registered by law, with divorce open to both men and women. Together with the creation of state schools, education was made compulsory for girls. Women could now train for jobs, could become artists or run small businesses. Original Constitution of France, page number 84 17 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL While moving on with the photo story, narrate the important events since the draft of constitution by national assembly to the abolition of monarchy and formation of national convention. The showcasing of these events would be enough to push them to a group discussion. The events should be covered slowly and reinforced with the discussions simultaneously. Ask students to think about any two such related events in their country and prepare a writeup on them. Rise of Political Clubs Large sections of people were dissatisfied with the constitution of 1791, as it extended political rights only to the prosperous sections of the society. Many of them were convinced that the Revolution should be carried further in order to restore these rights to the common masses. Hence people started forming themselves into political clubs so as to raise their voices in an organized and an effective manner, to discuss government policies and decide their further plan of action. Foremost of these clubs was the Jacobin Club named after the former convent of St. Jacobin Paris. It was basically a group of radical liberals–consisting mainly of deputies, leading thinkers, and generally progressive members of the society, who wanted to drive the revolution forward aggressively. They did not trust Louis XVI and wanted to do away with the constitutional monarch in order to declare France a republic. By 10 August, 1790, Jacobins club had one hundred and fifty-two clubs affiliated to it. This club began as a broad, popular organization for political debate, but as it grew in members, various factions developed with widely differing views. Several of these factions broke off to form their own clubs such as the Club of 89’. Another group of legislators which disagreed with the Jacobins was of the Girondins. They were moderate members who considered constitutional monarchy to be essential. Historians have attributed the rivalry of the Jacob in sand Girondins to class differences, labeling the Jacobins as poorer, less influential and prestigious of the two groups. They were modern, urban idealists, wanted change and independence, were deemed radicals and students of the enlightenment. There emerged another group of people in France, called as the Sans-culottes, 18 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL meaning without culotte, the knee breaches, usually worn by the rich and the privileged. They included mainly the urban laborers and workers like shop-keepers, artisans, pastry-cooks, watch-makers, printers, shoe-makers, peasants, servants and daily wage workers. They started wearing long striped trouser similar to those worn by deck workers to set themselves apart from the higher sections of the society, especially nobles who wore knee breeches. It is forth is reason that they were known as Sans-culottes. In addition, they wore a red Phrygian cap that symbolized liberty. Members of this group were easily swayed and often fell into bouts of mob hysteria, which made them extremely difficult to be managed. Bourgeoisie revolutionary wanted to tap their potential for the cause of Revolution. An alliance between the Jacobins and the Sans-culottes was a lethal combination as both of them used to be come simply uncontrollable and possessed enormous strength. Women Political Clubs In order to discuss and voice their grievances and demands, women started establishing their own political clubs and news-papers. About sixty women clubs came up indifferent parts of France.―The Society of Revolutionary and Republican Women was the most famous of them and practiced most radical militant feminist activism. While some women often chose a militant, and a violent path, others chose to influence events through writings, publications and meetings; Olympede Gouges‘ was one of them. She was the author of the Declaration of the Rights of Woman and Female Citizen in whom she asserted that women deserved equal rights categorically in areas concerning them directly like marriage and divorce. Madam Ronald was another important female activist who focused on women liberation and their political rights. Unfortunately, revolutionary women in France were not very successful. They were disappointed by the constitution of 1791 which reduced them to passive citizens. They demanded the right to vote, to be elected to the Assembly and hold political office. Only then, they felt, would their interests be fulfilled in the 19 new government. CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL At first the radicals welcomed women as their supporters and did introduce laws for their up lift but later when Jacob in s gained power, they regarded revolutionary women as trouble - makers. During the Reign of Terror, the Jacob in government ordered the closure of all women clubs and their political activities. Many prominent women revolutionaries were arrested and many of them were even executed. By 1794, the Convention had suppressed all women societies and clubs, and continued to deny women right to vote, although it did improve education, available medical care, and property rights for women. Women‘s movements for voting rights and equal wages continued through the next two centuries in many countries of the world. It was finally. King’s Flight to VARENNES Although King Louis XVI put up a supportive front towards the Revolution but he remained in touch with the monarchs of Austria, Prussia and Sweden as king for help in restoring his family to power. On 20 June, 1791, he and his family tried to escape to the Austrian frontier, where they were supposed to meet the Austrian army and arrange an invasion on the revolutionaries. They fled the palace of Tuilleries dressed as servants. However, later on the very next day, the King was recognized and arrested at Varennes. He and his family were brought back under the National Guard. The assembly provisionally suspended the King and imprisoned him and his Queen at the palace of Tuilleries. The Declaration of PILLNITZAND Storming of TUILLERIES In response to Louis XVI capture and forced return to Paris, Prussia and Austria issued the Declaration of Pillnitz in August 1791, warning the revolutionaries against harming the King and demanding that monarchy be restored. They threatened military action, if the King was 20 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL harmed in any way. They actually feared the impact of the Revolution on their own citizens. Before anything could happen, National assembly declared war on Austria and Prussia, in April 1792. Thousands of volunteers came from the provinces to join the army. They saw this as a war of the people against Kings and aristocracies all over Europe. Amongst the patriotic songs, they sang―Le 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. Le Marseillaise is now the National Anthem of France. These revolutionary wars ended in huge losses and great economic difficulties for people of France. Subsistence crisis was back again. In the summer of 1792, on 10August, anti-monarchy Jacobins rallied together with Sans-cullotes and stormed the pal- ace of Tuilleries. They massacred the King‘s guards and captured Louis XVI and his family and charged Louis XVI with reason. Later the assembly voted to imprison the royal family. France becomes a Republic National Assembly dissolved itself and elections were once again held in the autumn of 1792. From now on, all men of 21 years and above, regard less of wealth, got the right to vote. The newly elected assembly was called the National Convention. On 21 September, 1792, it abolished constitutional monarchy and declared France a republic. This even horrified the monarchies of Europe. Now the ruler, the head of the state in France, had to be elected and the heredity principal was done away with. As assign of the republic‘s new found resolve and contempt for the monarchy, the next proposal before the National Convention was the execution of King Louis XVI. A trial was conducted which beganon11 December,1792, and ultimately the King was found guilty of reason. National Convention and Parisians believed that execution of the King would advance the Revolution. Louis XVI, who was once known to his people as Louis-the Beneficent was now known as Louis–theLast.21 January, 1793, King Louis XVI was executed at the guillotine. Months later, on 16 October, 1793, his wife Marie Antoinette also met with the same fate. ROBESPIERRE and the reign of terror 21 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL After Louis XVI‘s execution, internal and external wars created turmoil in France. In order to control the situation, the National Convention under Girondins, created the Committee for Public Safety. The committee followed a moderate path and proved to be weak and ineffective. San-culottes finally reached the boiling point and stormed the National Convention and accused the Girondins of representing just the aristocracy. Seeing an opportunity, Max million Robespierre, the leader of the Jacobins, harnessed the fury of the Sansculottes, took control of the convention, banished the Girondins and installed Jacobins inpowerin1793.Once again, Sans-culottes proved to be instrumental in bringing change during the Revolution. Robespierre followed a policy of severe control and punishment in the name of implementing Rousseau‘s idea of General Will and purification of the French society. All those whom he suspected as being‗ enemies‘ of the republic–ex-nobles, clergy, members of other political parties, and even members of his own party, who didn‘t agree with his methods–were arrested, imprisoned and then tried by are revolutionary tribunal. If the court found them guilty, they were executed at guillotine. Guillotine was a device consisting of two poles and a blade with which the person was beheaded. It was named after Dr. Guillotine, who invented it. Between September1793 and July 1794, some 25,000 victims were dragged to Public Square to be guillotined. Ultimately, the terrorist allowed most of the revolutionaries, including Danton in11 April, 1794 and Robespierre himself in July 1794. Though despotic and based on terror, the Jacobin dictatorship proved itself to be remarkably successful in its war efforts, and mobilizing the France public to fight. Flushed with their victories, the Jacobins under the command of Robespierre enacted domestic reforms. They abolished all symbols of high status such as knee breaches, powdered wings and jewelry etc. The government issued laws placing maximum ceiling on wages and prices. Meat and bread were rationed. Peasants were forced to bring their produce to the cities and sell it at fixed prices. Use of more expensive bread was forbid- den and all citizens were required to eat the equality bread, a loaf made up of whole wheat. Equality was also sought to be practiced through forms of speech and address. Instead of traditional Monsieur (Sir) and Madame 22 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL (Madam), all Frenchmen and women were hence forth Citoyen and Citoyenne (Citizen). Churches were shutdown and their buildings were converted to barracks. The National Assembly held long debates and discussions about whether the rights of man should be extended to all French subjects including those in the colonies in the Caribbean. But fearing opposition from the influential class, it did not pass any laws regarding the same. It was finally the convention, which in1794 passed a law to free all slaves in the French overseas possessions and to abolish slavery. Robespier re pursued policies his so relentlessly that even own his supporters began to demand moderation. Many of them opposed him for the endless bloodshed. Finally, after a decisive military victory over the Austrians, Robespierre was over thrown by a conspiracy of certain members of the National Convention. He and some of his deputies were guillotined on 28 July 2011 Directory rules over France The fall off Jacobin government provided an opportunity to the wealthy bourgeoisie and middle class to seize power. A new constitution was imposed in 1795, which again denied the right to vote to the non-propertied class of the society. It created a legislature with two Councils which were elected by male citizens who were tax payers. The electors themselves had to be substantial property owners. These councils then appointed a directory, an executive body made up of five members. This was done as a safe-guard against the concentration of political power in a one-man executive as under the Jacobins. However, directors often clashed with the legislative councils who in return sought to dismiss them. The political instability of the Directory gave an opportunity to Napoleon Bonaparte to emerge as a military dictator 23 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL Emergence of NAPOLEON BONAPARTE The Constitution of 1799, established the Consulate with Napoleon Bonaparte as the First Consul. He used his power to create a remarkable reorganization of France, most notably by re- establishing centralized control and restoring Catholicism. A committee of 50 deputies was created to change the constitution and a plebiscite was con-ducted which overwhelmingly approved the new constitution. In 1804, Napoleon crowned himself the Emperor of France and this event marked the end of the French Revolution. He set out to invade and conquer neighboring countries, dispossessing ruling dynasties of Kings and creating new Kingdoms where he placed members of his family. He reintroduced slavery which was earlier abolished by the Jacobins in1794.He saw himself as a modernizer of Europe and introduced many laws such as protection of private property and a uniform system of weights and measures provided by the decimal system, and also developed-The Napoleonic Code of Laws. Initially many saw Napoleon as a liberator who would bring freedom and liberty to the people, will over throw monarchies to make way for republics but very soon people became disillusioned, and the Napoleonic armies came to be viewed everywhere as an invading force. He was finally defeated in the battle of Waterloo, in1815. Many of his measures that carried revolutionary ideas of liberty, and modern laws to other parts of Europe had an impact on people, long after Napoleon had left. 24 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL Legacy of the Revolution French Revolution ended with the emergence of Napoleon Bonaparte as the dictator. Hence, some historians believe that the revolution was an immediate failure since it could not save the Republic. It promised benefits and power only to a certain members of the middle class and the condition of the commoners, peasants and laborers remained the same or even became worse. The revolution never the less, had brought great changes: it had abolished serfdom and feudal privileges, created a uniform system of local governments, laid the ground work for the national education system, started legal reforms that later culminated into the great Napoleonic Code, abolished slavery in the colonies and established the standardized metric system. The ideals of a constitutional government also took shape for the first time in the French minds. Moreover, French armies even before 1800 had scattered abroad the seeds of liberalism, constitutionalism and even democracy. The most striking result of the revolution in its own time was the destruction of the old orders; from Ireland to Poland, nothing would ever be the same again. The revolution gave the ideals of liberty, Equality before law and of fraternity which remain inspiring and motivated political movements in France and rest of Europe during the following century. Almost every other liberal movement in Europe during the nineteenth century borrowed something from the French Revolution. Even the Jacob in republic tried to establish the principles of equality in France. Taking inspiration from French ideal of liberty, colonized people reworked the concept of freedom from bondage into their nationalist movements to create a sovereign nation state. 25 Do You Know? CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL A New Tricolour flag of Red, White, and Blue stripes was adopted by the revolutionaries during the first Revolution (1789-1791). The Slogan of the Revolution became Liberty, Equality, and Fraternity Blue and red are the traditional colours of Paris, used on the city's coat of arms. Blue is identified with Saint Martin, red with Saint Denis. At the storming of the Bastille in 1789, the Paris militia wore blue and red cockades on their hats. White had long featured prominently on French flags and is described as the "ancient French colour" by Lafayette. Although Lafayette identified the white stripe with the nation, other accounts identify it with the monarchy. The colours of the French flag may also represent the three main estates of the Ancient Regime (the clergy: white, thenobility: red and the bourgeoisie: blue). Blue, as the symbol of the bourgeois class, comes first and red, representing the nobility, comes last. Both extreme colours are situated on each side of Acknowledgement Heartfelt thanks to Jay Sharma of DAV Public School, sector 14, Gurgaon for his constant and untiring support during research and writing of this manual. His creative inputs have contributed immensely in the designing of this manual. 26 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL MULTIPLE CHOICE QUESTIONS 1. a) b) c) d) Who was Louis XVI? The son of Louis XV The Grandson of Louis XV The cousin of Louis XV The son of Louis XIV 2. a) b) c) d) Which of the following was Marie Antoinette’s home country? Italy Austria Poland Russia 3. Which French monarch had the longest reign in history?Louis XVI a) b) c) 4. Louis XV Louis XIV Napoleon Bonaparte Prior to Versailles, the French kings lived in which famous Parisian building? a) b) c) d) 5. Louvre Capet Valois Bourbon Which French monarch was associated with the Seven Years War? a) b) c) d) Louis XVI Louis XV Louis XIV None of the above 6. The Estates General was a: a) Political body of France to which the three estates sent their representatives b) Revolutionary body of France which wanted to overthrow the monarchy c) Chief Commander of French forces d) Chief advisory body of the king of France 7. a) b) c) d) National Assembly was: an elected body of people of France the revolutionary assembly formed by the members of third estate a high powered body constituted by the monarch a body of military commanders and people’s representatives 27 8. a) b) c) d) CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL Bastille was stormed and destroyed by the agitated crowd on: 21 January 1798 21 September 1897 14 July 1789 20 June 1978 9. Passive citizens included: a) b) c) d) big businessmen and merchants from third estate lawyers, professionals, teachers & doctors women, children and youth below the age of 25 court officials, administrators, foreigners and aged 10. The Constitution of 1791, of France, included: a) b) c) d) Right to life, right to property, freedom of speech, right to information Right to assemble, right to work, right to education, freedom of press Right to life, freedom of speech, freedom of opinion, equality before law Right to vote, right to liberty, right to seek redress, freedom of opinion 11. What colors make the French Flag? a) b) c) d) Red, Yellow & Blue Green, Yellow & Red Blue, White & Red White & Red 12. The Phrygian cap was a symbol of: a) b) c) d) Liberty War Peace Justice 13. Which of these symbols does refer to the French revolution? a) b) c) d) The Dove The Automatic rifle The Corset The Blue & Red cockade 14. Who was Mirabeau? a) b) c) d) A famous poetry writer A representative of the Third Estate Louis XVI’s personal advisor All of the above 28 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL 15. Who was the author of famous pamphlet: “What is the Third Estate?” a. b. c. d. Abbe Sieyes Mirabeau Robespierre Marat 16. Which event made the French population see Louis XVI as a traitor in 1791? a) b) c) d) His flight to Varennes His friendship with the “Sans Culottes” His participation in the “Commune de Paris” The storming of the Bastille 17. Where was the royal family imprisoned in July 1792? a) b) c) d) In Versailles In the Tuilleries In the Temple prison In “Notre Dame” Church 18. Which event does the “Marseillaise” refer to? a) b) c) d) The Storming of the Bastille The Death of Louis XVI The War against Austria The Reign of Terror 19. Louis XVI was executed publically at the: a) b) c) d) Bordeaux & Nantes Palace of the Tuilleries Versailles Place de la Concorde 20. The body that declared France a Republic was: a) b) c) d) The Estates General The Directory The Convention The National Assembly 29 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL 21. The ‘Declaration of Rights of Women and Female Citizen’ was written by: a) b) c) d) Narine Villain Olympe de Gouges Madam Ronald Marie Antoinette 22. The repressive measure which was not adopted by the New Jacobin government to Suppress the women’s struggle for equal political right was: a) b) c) d) Closure of women’s clubs Banning right to education Banning of their political activities Execution of prominent women 23. One of the most revolutionary social reforms of the Jacobin regime was: a) b) c) d) Abolition of slavery Abolition of all privileges Abolition of all titles Abolition of ‘tithes’ extracted by Church 24. Napoleon Bonaparte crowned himself Emperor of France in: a) b) c) d) 1791 1793 1804 1809 25. Napoleon Bonaparte was finally defeated in: a. b. c. d. Russia in 1812 Peninsular war in 1814 The Battle of Leipzig 1814 Battle of Waterloo in 1815 30 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL WORK SHEET - 1 1. Why was Louis XIV considered to be the most powerful of all the French monarchs in the 17th century? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 2. It was said that, “Louis XVI was the victim of the faults of his predecessors and also the victim of his own”. Justify the statement. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ WORK SHEET – 2 READ THROUGH THE PICTURE The given picture from the internet is a comment on the French society. Interpret the picture and explain the condition of members of the third estate in France during the eighteenth century. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 31 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL ____________________________________________________________________________ ______________________________________________________________________ WORK SHEET – 3 1. Mention the privileges that were enjoyed by the members of the first two estates in France before the outbreak of revolution? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 2. Enlist direct and indirect taxes levied on the members of thirds estate. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3. Why Louis XVI was held responsible for the outbreak of French Revolution? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 4. List three factors that led to the occurrence of subsistence crisis in France. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 5. What compelled Louis XVI to raise taxes? Why were they opposed? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ WORK SHEET – 4 AN ENCOUNTER WITH THE OLD REGIME An Account of lived experiences in the Old Regime: George Danton, who later became active in revolutionary politics, wrote to a friend in 1793, looking back upon the time when he had just completed his studies: “ I was educated in the residential college of Plessis. There I was in the company of important men……. Once my studies ended, I was left with nothing. I started looking for a post. It was impossible to find one at law courts in Paris. The choice of career in the army was not open to me as I was not a noble by birth, nor did I have a patron. The church too could not offer me a refuge. I could not buy any office as I did not possess a sou. My old friends turned their back to me…. The system had provided us with an education without however offering a field where our talents could be utilized.” 32 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL In the light of the above experience, explain the plight of the educated middle class of the third estate in the Old regime. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ WORK SHEET – 5 1. What was the purpose of calling of Estates General? Why did the people of the third estate walk out of the assembly hall? ____________________________________________________________________________ ____________________________________________________________________________ _________________________________________________________________________ 2. Explain the significance of the Tennis Court Oath. ____________________________________________________________________________ ____________________________________________________________________________ _________________________________________________________________________ 3. Highlight the role of Mirabeau and Abbe Sieyes in the revolution of France. ____________________________________________________________________________ ____________________________________________________________________________ _________________________________________________________________________ 4. What was the significance of Storming of Bastille in the history of French revolution? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ________________________________________________________________________ WORKSHEET – 6 Article Interpretation 33 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL Read the extracts of the works by great French philosophers given in your manual as articles A, B, and C. Comment on the ideology of the philosopher, assigned to your group. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ________________________________________________________________ WORK SHEET - 7 1. Interpret the statement, “Man is born free, but everywhere he is in chains”. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ _________________________________________________________ 2. What is Rousseau’s idea of General Will? Explain his influence on the Jacobins. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3. Study John Locke’s ideas on monarchy and government and try to relate them with “the Declaration of Rights of Man and Citizen”. State the articles which are directly influenced by his ideology. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ __________________________________________________________________ 4. Montesquieu talked about separation of powers. How was this principle incorporated in the French Constitution of 1791? ____________________________________________________________________________ 34 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ WORK SHEET – 8 1. Mention the important declarations made by the National Assembly before the draft of the constitution of 1791? ____________________________________________________________________________ ____________________________________________________________________________ _________________________________________________________________________ 2. What changes were brought about in France as a result of adoption of the constitution of 1791? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ________________________________________________________________________ 3. State any six provisions of Declaration of Rights of Man and Citizen in France. ____________________________________________________________________________ ____________________________________________________________________________ _________________________________________________________________________ WORK SHEET – 9 FACE TO FACE WITH REALITY The revolutionary journalist Jean Paul Marat commented in his newspaper L’ami du people (The Friend of People) on the constitution drafted by National Assembly: ‘The task of representing the people has been given to the rich…..the lot of the poor and oppressed will never be improved by peaceful means. Here we have absolute proof of how wealth influences the law. Yet laws will last only as long as the people agree to obey them. And when they have managed to cast off the yoke of the aristocrats, they will do the same for other owners of wealth’. (Source: An extract from the newspaper L’ami du people). Answer the following questions on the basis of your understanding of the above stated extract: 1.What kind of basic contradictions in the Constitution is the journalist talking about? _______________________________________________________________________________ 35 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL _______________________________________________________________________________ _______________________________________________________________________________ 2.Which groups of the French society had gained from the Constitution of 1791? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3.There were various groups who remained dissatisfied with the constitution of 1791. State the reasons for the same. The poorer members of the third estate: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ The Monarch: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ The class of Nobility and Clergy: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4.What kind of developments does the Journalist predict and anticipate for future in this extract? _________________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ WORK SHEET- 10 The Declaration of Rights of Man and Citizen laid the foundation of Democracy in France. Compare these provisions with the constitution of 1791. Do the two documents complement each other? Write your observations. 36 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ WORK SHEET – 11 1.What did Louis XVI do to save his throne as a result of French revolution? What was the reaction of the rulers of the neighboring countries towards the French revolution? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2.What did National Assembly do to counter the move of the French monarch and his supporting neighbors? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 37 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL 3.Write a short note on the Jacobins club and its ideology. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4.Examine the changes that were made in the constitution of France after the formation of National Convention. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 5.When and on what charge was the royal couple in France executed? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ WORK SHEET – 12 CONNECTING TIES… The life of a revolutionary woman - Olympe de Gouges (1748-1793) Olympe de Gouges was one of the most important of the politically active woman in the revolutionary France. She protested against the constitution and Declaration of rights of Man and Citizen as they excluded women from basic rights that each human being was entitled to. So in 1791 she wrote “a Declaration of rights of Women and Female Citizen”, which she addressed to the queen and to the members of National Assembly, demanding that they act upon it. In 1793 she criticized the Jacobin government for forcibly closing down women’s clubs. She was tried by the National Convention, which charged her with treason. Soon after this, she was executed. Research upon some women revolutionaries of France. Keeping in view the contribution of Olympe de Gouges and other likeminded revolutionary women answer the following questions: 1.What steps did women take in order to discuss and voice their interests after the revolution? What were their main demands? 38 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2.What oppressive measures were adopted by the Jacobins government during the reign of terror, to suppress women’s struggle for equal political rights? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ WORK SHEET – 13 Do women in your country enjoy equal political rights and social status? Trace the struggle of any of the women’s movement for equal socio - economic and political rights that had taken place in the country of your residence/ origin. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ WORK SHEET – 14 TIME TRAVEL INTERVIEW AND REPORT WRITING Imagine yourself as one of the revolutionary journalists and interview Maxmillian Robespierre. Write a newspaper report on how Robespierre justified his ideology and activities during the reign of terror. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 39 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL WORK SHEET – 15 1.Who was Maxmillian Robespierre? Why the period from 1793 to 1794 is referred as “the Reign of Terror”? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2.Mention the measures undertaken by Robespierre during his reign of terror to create equality in France. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3.What was Guillotine? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4.Why did a large group of people in France decide to wear long stripped trousers? What were they known as? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ WORK SHEET – 16 After reviewing the events associated with the French Revolution, write an article on any one of the events of a similar nature that has taken place in the country of your residence/ origin. Trace its history, growth and outcome. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 40 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL WORK SHEET - 17 1.Explain the events that led to the fall of Jacobins government. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2.Write a short note on the composition and role of the Directory. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3.Throw some light on the emergence of Napoleon Bonaparte in the history of France. Why did his emergence mark the end of French revolution? _____________________________________________________________________ WORK SHEET – 18 PLUS – MINUS – INTERESTING Briefly examine the impact and legacy of French revolution on France and on the world 41 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL PLUS MINUS INTERESTING Guillotine 42 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL WORK SHEET –19 FACE THE CHALLENGE Study the constitution of your country of residence/ origin and identify the list of democratic rights whose origin can be traced back to the French revolution. _________________________________________________________________________________ _______________________________________________________________________________ ______________________________________________________________ WORK SHEET - 20 CROSSWORD Across 43 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL 4. Royal couple in France was sentenced to death in charge of 7. A person who was designated as Madame Deficit was 8. The philosopher who refuted the doctrine of the divine and absolute right of monarch was Down 1. The National Anthem of France "Marseillaise" was composed by 2. The body that declared France a republic was 3. The doctrine of division of power was propounded by 5. One of the most revolutionary social reforms of the Jacobins regime was the abolition of 6. Napoleon Bonaparte was finally defeated in the battle of CITATIONS, REFERENCESANDLINKS: 1. LouisXV Marco-History-Franceinthemid1700s:antecedentstorevolutionwww.fsmitha.com/h3/h29-fr2.htm 2. MarieAntoinette www.en.wikipedia.org/wiki/Marie_Antoinette 3. FirstEstate www.essaycoursework.com/coursework/the-oldregime.php 4. FirstEstate http://www.efm.bris.ac.uk/het/see/18thCentury.pdf 5. FirstEstate www.freeessays.cc/db/21/emr162.shtml 6. SecondEstate www.efm.bris.ac.uk/het/see/18thCentury.pdf 7. ThirdEstate www.efm.bris.ac.uk/het/see/18thCentury.pdf 8. ThirdEstate 44 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL www.efm.bris.ac.uk/het/see/18thCentury.pdf 9. ThirdEstate www.freeessays.cc/db/21/emr162.shtml 10.EconomicFactors&the SubsistenceCrisis www.en.wikipedia.org/wiki/Economic_history_of_France 11.MeetingofEstatesGeneral www.tonycamenzuli.net76.net/French%20Revolution%20and%20Napoleonic% 20Era.pdf 12.MeetingofEstatesGeneral www.history-world.org/french_revolution1.htm 13.Formation ofNationalAssembly www.sparknotes.com/history/european/frenchrev/section2.rhtml 14.StormingofBastille www.talktalk.co.uk/reference/encyclopaedia/hutchinson/m0003820.html 15.StormingofBastille http://tonycamenzuli.net76.net/French%20Revolution%20and%20Napoleonic% 20Era.pdf 16.RoleofPhilosophers http://en.wikipedia.org/wiki/John_Locke 17.RoleofPhilosophers http://en.wikipedia.org/wiki/JeanJacques_Rousseau 18.Women’sMarchtoVersailles-NCERTBook http://www.ncert.nic.in/NCERTS/textbook/textbook.htm?iess3=1-8 19.Women’sMarchtoVersailles http://en.wikipedia.org/wiki/French_Revolution 20.Rise ofPoliticalClubs-NCERT http://www.ncert.nic.in/NCERTS/textbook/textbook.htm?iess3=1-8 21.Rise ofPoliticalClubs http://www.sparknotes.com/history/european/frenchrev/section1.html 22.Rise ofPoliticalClubs http://en.wikipedia.org/wiki/French_Revolution 45 CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL 23.Rise ofPoliticalClubs-NCERT http://www.ncert.nic.in/NCERTS/textbook/textbook.htm?iess3=1-8 24.WomenPoliticalClubs http://en.wikipedia.org/wiki/French_Revolution 25. FrancebecomesaRepublic http://www.sparknotes.com/history/european/frenchrev/section5.rhtml 26.RobespierreandtheReignofTerror http://www.sparknotes.com/history/european/frenchrev/section5.rhtml 27.RobespierreandtheReignofTerror-NCERT http://www.ncert.nic.in/NCERTS/textbook/textbook.htm?iess3=1-8 28.DirectoryrulesoverFrance-NCERT http://www.ncert.nic.in/NCERTS/textbook/textbook.htm?iess3=1-8 29.Rise of NapoleonBonaparte http://www.discoverfrance.net/France/History/DF_revolution.shtml 30.Rise of NapoleonBonaparte-NCERT http://www.ncert.nic.in/NCERTS/textbook/textbook.htm?iess3=1-8 31.LegacyoftheRevolution http://history-world.org/french_revolution1.htm IMAGES: Overall from www.googleimages.com 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. www.cdn.dipity.com www.static.newworldencyclopedia.org www.ihs.issaquah.wednet.edu/teachers/fine/Louis%20XV%20France.jpg www.free-photos.biz/images/consumer_products/clothes/GRAPHSwww.googleimages.com Table-SelfCreation NCERTwww.ncert.nic.in http://e-ducation.net/scientists/assembly.jpg http://cdn.dipity.com/uploads/events/3632f2fa66f3672365a9013a18bd51b4_1M.png Montesquieuhttp://img.search.com/thumb/e/e4/Charles_Montesquieu.jpg/200pxCharles_Montesquieu.jpg JeanJacquesRousseauhttp://www.stephenhicks.org/wpcontent/uploads/2009/12/rousseau-jj.jpg John Locke www.googleimages.com Assembly of the Notables www.googleimages.com Tennis Court oath www.googleimages.com Storming of Bastille www.googleimages.com Declaration of rights of man and citizen www.googleimages.com Women's March to Versailles www.historywiz.com/images/frenchrevolution/womensmarch1.jpg Original constitution www.polska.pl/img/138/101/178.jpg OlmpedeGouges–www.frenchfinest.files.wordpress.com MadamRoland–www.wikipedia.com 46 20. 21. 22. 23. 24. CBSE-i CLASS IX HISTORY STUDENTS’ MANUAL Storming of Tuilleries www.googleimages.com Maxmillian Robespierre www.googleimages.com France at war www.googleimages.com NAPOLEONBONAPARTE www.irom.files.wordpress.com/2010/04/napoleon.png Revolutionaries with the Flag www.googleimages.com ACKNOWLEGEMENT Heartfelt thanks to Jay Sharma of D.A.V. Public School, Sector – 14, Gurgaon for his constant and untiring support during research and writing of the manual. His creative inputs have contributed immensely in developing this manual. 47
![TheFrenchRevolution[1]](http://s1.studyres.com/store/data/000961902_1-f1921bee50df33517aea2d9fa9d3b66e-150x150.png)
