Home UP BOARD Question Papers NCERT Solutions CBSE Papers CBSE Notes NCERT Books Motivational

Events And Processes NCERT Solutions Download in pdf for Class 9

Download Ncert Solutions For Class 9 Social Science History Chapter 1 Events And Processes

History : chapter 1 Events And Processes Download in pdf

Download NCERT Solution for Class 9 Social Science

History : Chapter 1 Events And Processes

(Link of Pdf file is given below at the end of the Questions List)

In this pdf file you can see answers of following Questions


ActivityEvents And Processes


• Explain why the artist has portrayed the nobleman as the spider and the peasant as the fly.


• Fill in the blank boxes in Fig. 4 with appropriate terms from among the following: Food riots, scarcity of grain, increased number of deaths, rising food prices, weaker bodies.


• Representatives of the Third Estate take the oath raising their arms in the direction of Bailly, the President of the Assembly, standing on a table in the centre. Do you think that during the actual event Bailly would have stood with his back to the assembled deputies? What could have been David’s intention in placing Bailly (Fig.5) the way he has done?


• 1. Identify the symbols in Box 1 which stand for liberty, equality and fraternity.


• Explain the meaning of the painting of the Declaration of Rights of Man and Citizen (Fig. 8) by reading only the symbols.


• Compare the political rights which the Constitution of 1791 gave to the citizens with Articles 1 and 6 of the Declaration (Source C). Are the two documents consistent? Do the two documents convey the same idea?


• Which groups of French society would have gained from the Constitution of 1791? Which groups would have had reason to be dissatisfied? What developments does Marat (Source B) anticipate in the future?


• Imagine the impact of the events in France on neighbouring countries such as Prussia, Austria-Hungary or Spain, all of which were absolute monarchies. How would the kings, traders, peasants, nobles or members of the clergy here have reacted to the news of what was happening in France?


• Look carefully at the painting and identify the objects which are political symbols you saw in Box 1 (broken chain, red cap, fasces, Charter of the Declaration of Rights). The pyramid stands for equality, often represented by a triangle. Use the symbols to interpret the painting. Describe your impressions of the female figure of liberty.


• Compare the views of Desmoulins and Robespierre. How does each one understand the use of state force? What does Robespierre mean by ‘the war of liberty against tyranny’? How does Desmoulins perceive liberty? Refer once more to Source C. What did the constitutional laws on the rights of individuals lay down? Discuss your views on the subject in class.


• Which groups of French society would have gained from the Constitution of 1791? Which groups would have had reason to be dissatisfied? What developments does Marat (Source B) anticipate in the future?


• Imagine the impact of the events in France on neighbouring countries such as Prussia, Austria-Hungary or Spain, all of which were absolute monarchies. How would the kings, traders, peasants, nobles or members of the clergy here have reacted to the news of what was happening in France?


• Why did people in Central Asia respond to the Russian Revolution in different ways?


• Compare the views of Desmoulins and Robespierre. How does each one understand the use of state force? What does Robespierre mean by ‘the war of liberty against tyranny’? How does Desmoulins perceive liberty? Refer once more to Source C. What did the constitutional laws on the rights of individuals lay down? Discuss your views on the subject in class.


• Describe the persons represented in Fig. 12 – their actions, their postures, the objects they are carrying. Look carefully to see whether all of them come from the same social group. What symbols has the artist included in the image? What do they stand for? Do the actions of the women reflect traditional ideas of how women were expected to behave in public? What do you think: does the artist sympathise with the women’s activities or is he critical of them? Discuss your views in the class.


• Compare the manifesto drafted by Olympe de Gouges (Source F) with the Declaration of the Rights of Man and Citizen (Source C).


• Record your impressions of this print (Fig. 14). Describe the objects lying on the ground. What do they symbolise? What attitude does the picture express towards non-European slaves?


• Imagine yourself to be one of the women in Fig. 13. Formulate a response to the arguments put forward by Chaumette (Source G). Source G


• Record your impressions of this print (Fig. 14). Describe the objects lying on the ground. What do they symbolise? What attitude does the picture express towards non-European slaves?


• Describe the picture in your own words. What are the images that the artist has used to communicate the following ideas: greed, equality, justice, takeover by the state of the assets of the church?


Question 1. Find out more about any one of the revolutionary figures you have read about in this chapter. Write a short biography of this person.


Question2. The French Revolution saw the rise of newspapers describing the events of each day and week. Collect information and pictures on any one event and write a newspaper article. You could also conduct an imaginary interview with important personages such as Mirabeau, Olympe de Gouges or Robespierre. Work in groups of two or three. Each group could then put up their articles on a board to produce a wallpaper on the French Revolution.


Exercise Questions Events and Processes


Question 1. Describe the circumstances leading to the outbreak of revolutionary protest in France.


Question 2. Which groups of French society benefited from the revolution? Which groups were forced to relinquish power? Which sections of society would have been disappointed with the outcome of the revolution?


Question 3. Describe the legacy of the French Revolution for the peoples of the world during the nineteenth and twentieth centuries.


Question 4. Draw up a list of democratic rights we enjoy today whose origins could be traced to the French Revolution.



Question 5. Would you agree with the view that the message of universal rights was beset with contradictions? Explain.


Question 6. How would you explain the rise of Napoleon?



Please send your queries to ncerthelp@gmail.com you can aslo visit our facebook page to get quick help. Link of our facebook page is given in sidebar


Class and Subject List

Ncert Solution for class 6 to 12 download in pdf

CBSE Model test papars Download in pdf

NCERT Books Free Pdf Download for Class 5, 6, 7, 8, 9, 10 , 11, 12 Hindi and English Medium

Mathematics Biology Psychology
Chemistry English Economics
Sociology Hindi Business Studies
Geography Science Political Science
Statistics Physics Accountancy

CBSE Syllabus Class 6 to 9, 10, 11, 12 Maths, Science, Hindi, English ...

Last year CBSE Question paper for Class 6 to 9, 10, 11, 12 Maths, Science, Hindi, English ...

Important Links

Follow Us On

Face book page ncerthelp twitter page youtube page linkdin page

NCERT CBSE News

NCERT CBSE News

Please Share this webpage on facebook, whatsapp, linkdin and twitter.

Facebook Twitter whatsapp Linkdin

Copyright @ ncerthelp.com A free educational website for CBSE, ICSE and UP board.