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Class 9 Social Science Case Study Questions

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If you’re seeking Class 9 Social Science Case Study Questions, you’ve come to the correct spot. Students can use Class 9 Social Science Case Study Questions to help them answer a variety of questions about the Class 9 Social Science case study.

The CBSE Board has included case study questions in Class 9 Social Science examination pattern. As a result, it becomes an indispensable study tool.

The need for a student-friendly app to explain and facilitate the understanding of the social sciences subject has been felt for a long. Especially for students who do not have a strong foundation in Class 9 Social Science. With myCBSEguide , class 9 social science students now have a place where they can find resources that are student-friendly, interesting and easy to understand.

Class 9 Social Science Case Study questions are intended to assess student’s abilities to apply their learning to practical scenarios. You’ll need to employ your critical thinking and problem-solving skills to come up with the best solution. Class 9 Social Science case study questions are designed to test your knowledge and help you improve your skills.

Class 9 Social Science Case Study Questions Samples

myCBSEguide has identified the essential themes connected to CBSE case study questions for Class 9 Social Science that every student should be aware of following a comprehensive examination of CBSE Sample Papers and Marking Scheme. Students in Class 9 Social Science will benefit from this information in understanding the changes in the Class 9 Social Science. For a better understanding and analysis, students should refer to the example of Class 9 Social Science case study questions attached below:

Class 9 Social Science Case Study Question 1

Read the source given below and answer the questions that follow: On the morning of 14 July 1789, the city of Paris was in a state of alarm. The king had commanded troops to move into the city. Rumours spread that he would soon order the army to open fire upon the citizens. Some 7,000 men and women gathered in front of the town hall and decided to form a peoples’ militia. They broke into a number of government buildings in search of arms. Finally, a group of several hundred people marched towards the eastern part of the city and stormed the fortress-prison, the Bastille, where they hoped to find hoarded ammunition. In the armed fight that followed, the commander of the Bastille was killed and the prisoners released – though there were only seven of them. Yet the Bastille was hated by all because it stood for the despotic power of the king. The fortress was demolished and its stone fragments were sold in the markets to all those who wished to keep a souvenir of its destruction. The days that followed saw more rioting both in Paris and the countryside. Most people were protesting against the high price of bread. Much later, when historians looked back upon this time, they saw it as the beginning of a chain of events that ultimately led to the execution of the king in France, though most people at the time did not anticipate this outcome. Answer the following MCQs by choosing the most appropriate option:

On 14th July, 1789 the people of the ________ estate attacked the Bastille prison and freed all the prisoners signalling the start of the _________.

• first, civil war
• fourth, Russian war
• second, movement
• third, revolution

Which of the following statement is incorrect?

• The Bastille was the fortress-prison.
• The Bastille stood for the democratic power of the king.
• On the morning of 14 July 1789, the people of Paris stormed Bastille
• All are correct

In the question given below, there are two statements marked as Assertion (A) and Reason (R). Read the statements and chose the correct option: Assertion (A): The people of France storm the Bastille. Reason (R): They were hopeful to find King Louis XIV and commander of the Bastille there.

• Both A and R are correct and R is the correct explanation of A.
• Both A and R are correct but R is not the correct explanation of A.
• A is correct but R is wrong.
• Both A and R are wrong.

What was the immediate cause of rioting in Paris?

• Atrocities by the commander
• The high price of bread
• The killing of women and children
• All of these

Answer Key:

• (d) third, revolution
• (b) The Bastille stood for the democratic power of the king. [Explanation: The Bastille stood for the despotic power of the king.]
• (c) A is correct but R is wrong. [Explanation: The people of France stormed the fortress-prison, the Bastille because they were hopeful to find hoarded ammunition there.]
• (b) high price of bread

Class 9Social Science Case Study Question 2

Read the extracts and answer the question that follows:

The Himalayas, geologically young and structurally fold mountains stretch over the Himalayas northern borders of India. These mountain ranges run in a west-east direction from the Indus to the Brahmaputra. The Himalayas represent the loftiest and one of the most rugged mountain barriers of the world. They form an arc, which covers a distance of about 2,400 Km. Their width varies from 400 Km in Kashmir to 150 Km in Arunachal Pradesh. The altitudinal variations are greater in the eastern half than those in the western half. The Himalaya consists of three parallel ranges in its longitudinal extent. A number of valleys lie between these ranges. The northern most range is known as the Great or Inner Himalayas. It is the most continuous range consisting of the loftiest peaks with an average height of 6,000 metres. It contains all the prominent Himalayan peaks.

The folds of Great Himalayas are asymmetrical in nature. The core of this part of Himalayas is composed of granite. It is perennially snow bound, and a number of glaciers descend from this range.

• The Great or Inner Himalayas is also known as?
• Give two features of the folds of Great Himalayas.
• Give two features of the Inner Himalayas.
• The Great or Inner Himalayas is also known as the ‘Himadri’.
• (Any two relevant points)
• The folds of Great Himalayas are asymmetrical in nature.
• The core of this part of Himalayas is composed of granite.
• It is perennially snow bound, and a number of glaciers descend from this range.
• Features of the Inner Himalayas:
• It is the most continuous range consisting of the loftiest peaks with an average height of 6,000 metres.
• It contains all the prominent Himalayan peaks.  

Class 9 Social Science Case Study Question 3

Read the source given below and answer the questions that follow: In Pakistan, General Pervez Musharraf led a military coup in October 1999. He overthrew a democratically elected government and declared himself the ‘Chief Executive’ of the country. Later he changed his designation to President and in 2002 held a referendum in the country that granted him a five-year extension. Pakistani media, human rights organisations and democracy activists said that the referendum was based on malpractices and fraud. In August 2002 he issued a ‘Legal Framework Order’ that amended the Constitution of Pakistan. According to this Order, the President can dismiss the national and provincial assemblies. The work of the civilian cabinet is supervised by a National Security Council which is dominated by military officers. After passing this law, elections were held to the national and provincial assemblies. So Pakistan has had elections, elected representatives have some powers. But the final power rested with military officers and General Musharraf himself. Clearly, there are many reasons why Pakistan under General Musharraf should not be called a democracy. People may have elected their representatives to the national and provincial assemblies but those elected representatives were not really the rulers. They cannot take the final decisions. The power to take final decision rested with army officials and with General Musharraf, and none of them were elected by the people. This happens in many dictatorships and monarchies. They formally have an elected parliament and government but the real power is with those who are not elected. In a few countries, the real power was with some external powers and not with locally elected representatives. This cannot be called people’s rule. Answer the following MCQs by choosing the most appropriate option:

What is the meaning of Referendum?

• Direct vote in which the entire electorate is asked to either accept or reject a particular proposal
• A form of government in which the rulers are elected by the people
• A system where the majority or elected representatives are allowed to take decisions on behalf of all the people

In the question given below, there are two statements marked as Assertion (A) and Reason (R). Read the statements and chose the correct option: Assertion (A): Pakistan not considered a democratic country even after having elections Reason (R): Despite elections to the national and provincial assemblies, the final powers rested with General Musharraf and military officers.

• Both A and R are true and R is the correct explanation of A.
• Both A and R are true but R is not the correct explanation of A.
• A is wrong but R is correct.

After the passage of the ________, elections were held to the national and state assemblies.

• Military rule
• Legal Framework Order
• Both (b) and (c)

Does the given source explain the significance of which feature of democracy?

• Democracy must be based on a free and fair election
• In a democracy, the final decision-making power must rest with those elected by the people
• In a democracy, each adult citizen must have one vote
• Democratic government rules within limits set by constitutional law and citizens’ rights
• (a) Direct vote in which the entire electorate is asked to either accept or reject a particular proposal
• (a) Both A and R are true and R is the correct explanation of A.
• (c) Legal Framework Order
• (b) In a democracy, the final decision-making power must rest with those elected by the people

Steps to Master Class 9 Social Science Case Study Questions

Class 9 Social Science case study questions can be daunting, but there are some strategies you can use to ace them. There is no one-size-fits-all answer to Class 9 social science case study questions. The best way to solve a social science case study will vary depending on the specific case in question. However, there are some general tips that can be followed in order to improve your chances of success while answering class 9 social science case study questions.

• First, make sure to read the question carefully and understand what is being asked. It is often helpful to re-read the question after gathering all of your information.
• Next, organize your thoughts and create an outline of your answer. This will help you to stay on track and include all relevant information.
• Finally, write your answer in a clear and concise manner.

Class 9 Social Science Content Structure

Class 9 social science content is divided into four parts: History, Geography, Economics and Political Science. Each part is further divided into smaller themes/chapters.

Each of these topics given in Class 9 Social Science is important in its own right, and together they provide a comprehensive overview that affect our world today. The content is structured in such a way as to provide Class 9 Social Science students with a broad understanding of each issue, while also allowing them to focus on specific areas that are of particular interest to Class 9 Social Science students.

Class 9 Social Science COURSE CONTENT 

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CBSE Case Based Questions for Class 9 Social Science - Pdf PDF Download

Cbse case study questions for class 9 social science.

Case based questions  are a type of exam question designed to assess the student’s ability to apply information from the Social Science syllabus in a practical situation. These questions typically involve the student being given a brief scenario or case study and then asked to answer questions based on the data provided.

The purpose of case based questions is to test the student's analytical and problem solving skills, as well as their knowledge of the Social Science syllabus. In addition, they allow teachers to assess the student’s ability to think critically and creatively in order to come up with effective solutions. Case based questions also help to ensure that students have a better understanding of how their knowledge can be applied in real-world situations.

Case based questions should be tailored to the specific grade level and topic under consideration. For example, a case-based question for Class 9 Social Science might involve the student analyzing a historical event or analyzing the impact of a government policy. The key is to provide the student with enough information to understand the scenario and formulate an appropriate response.

Case Based Questions For Class 9 History

Case-based questions for Class 9 History are a type of question that is based on a particular case study or event related to a historical event or period. These questions require students to apply their understanding of the historical context and analyze the case study to answer the questions. Case-based questions usually require students to identify the main issues or problems highlighted in the case study, evaluate the different perspectives or opinions presented, and make an informed judgment or conclusion based on the evidence presented. These questions test not only the student's knowledge of historical events but also their critical thinking and analytical skills.

Chapter Wise Case Based Questions for Class 9 History 

Chapter-wise case-based questions for Class 9 History are a set of questions that are based on a specific chapter or topic in the history textbook. These questions are designed to help students apply their understanding of historical events and concepts to specific case studies or scenarios.

The CBSE Class 9 Case Based Questions can be accessed from Chapetrwise Links provided below:

Chapter 1: The French Revolution

• Case Based Questions: The French Revolution

Chapter 2: Socialism in Europe and the Russian Revolution

• Case Based Questions: Socialism in Europe and the Russian Revolution

Chapter 3: Nazism and the Rise of Hitler

• Case Based Questions: Nazism and the Rise of Hitler

Chapter 4: Forest Society and Colonialism

Chapter 5: Pastoralists in the Modern World

Case Based Questions For Class 9 Geography

Case-based questions for Class 9 Geography are a type of question that requires students to apply their understanding of geography concepts and analyze a particular case study related to a geographical phenomenon. These questions often require students to analyze a specific situation or scenario related to a geographical concept or phenomenon and answer the questions based on their understanding of the concept and the given situation.

Chapter Wise Case Based Questions for Class 9 Geography

Chapter-wise case-based questions for Class 9 Geography are a set of questions that are based on a specific chapter or topic in the geography textbook. These questions are designed to help students apply their understanding of geographical concepts and phenomena to specific case studies or scenarios. The CBSE Class 9 Case Based Questions can be accessed from Chapetrwise Links provided below:

Chapter 1: India – Size and Location

• Case Based Questions: India – Size and Location

Chapter 2: Physical Features of India

• Case Based Questions: Physical Features of India

Chapter 3: Drainage

• Case Based Questions: Drainage

Chapter 4: Climate

• Case Based Questions: Climate

Chapter 5: Natural Vegetation and Wildlife

• Case Based Questions: Natural Vegetation and Wildlife

Chapter 6: Population

Case Based Questions For Class 9 Political Science

Case-based questions for Class 9 Political Science are a type of question that requires students to apply their understanding of political science concepts and analyze a particular case study related to a political phenomenon. These questions often require students to analyze a specific situation or scenario related to a political concept or phenomenon and answer the questions based on their understanding of the concept and the given situation.

Chapter Wise Case Based Questions for Class 9 Political Science

Chapter-wise case-based questions for Class 9 Political Science are a set of questions based on specific chapters or topics covered in the political science textbook. These questions are designed to help students apply their understanding of political science concepts to real-world situations and events.

Chapter 1: What is Democracy? Why Democracy?

• Case Based Questions: What is Democracy? Why Democracy?

Chapter 2: Constitutional Design

• Case Based Questions: Constitutional Design

Chapter 3: Electoral Politics

• Case Based Questions: Electoral Politics

Chapter 4: Working of Institutions

• Case Based Questions: Working of Institutions

Chapter 5: Democratic Rights

Case Based Questions For Class 9 Economics

Case-based questions for Class 9 Economics are a type of question that requires students to apply their understanding of economic concepts and analyze a particular case study related to an economic phenomenon. These questions often require students to analyze a specific situation or scenario related to an economic concept or phenomenon and answer the questions based on their understanding of the concept and the given situation.

Chapter Wise Case Based Questions for Class 9 Economics

Chapter-wise case-based questions for Class 9 Economics are a set of questions based on specific chapters or topics covered in the economics textbook. These questions are designed to help students apply their understanding of economic concepts to real-world situations and events.

Chapter 1: The Story of Village Palampur

• Case Based Questions: The Story of Village Palampur

Chapter 2: People as Resource

• Case Based Questions: People as Resource

Chapter 3: Poverty as a Challenge

• Case Based Questions: Poverty as a Challenge

Chapter 4: Food Security in India

Weightage of Case Based Questions in Class 9 Social Science

Why are Case Study Questions important in Social Science Class 9?

• Enhance critical thinking:  Case study questions require students to analyze a real-life scenario and think critically to identify the problem and come up with possible solutions. This enhances their critical thinking and problem-solving skills.
• Apply theoretical concepts:  Case study questions allow students to apply theoretical concepts that they have learned in the classroom to real-life situations. This helps them to understand the practical application of the concepts and reinforces their learning.
• Develop decision-making skills:  Case study questions challenge students to make decisions based on the information provided in the scenario. This helps them to develop their decision-making skills and learn how to make informed decisions.
• Improve communication skills:  Case study questions often require students to present their findings and recommendations in written or oral form. This helps them to improve their communication skills and learn how to present their ideas effectively.
• Enhance teamwork skills:  Case study questions can also be done in groups, which helps students to develop teamwork skills and learn how to work collaboratively to solve problems.

In summary, case study questions are important in Class 9 because they enhance critical thinking, apply theoretical concepts, develop decision-making skills, improve communication skills, and enhance teamwork skills. They provide a practical and engaging way for students to learn and apply their knowledge and skills to real-life situations.

Class 9 Social Science Curriculum at Glance

The Class 9 Social Science curriculum in India covers a wide range of topics and concepts. Here is a brief overview of the Social Science curriculum at a glance:

• History:  The History section includes topics such as the French Revolution, Nazism and the rise of Hitler, socialism in Europe and the Russian Revolution, and the Indian National Movement.
• Geography:  The Geography section includes topics such as India-Size and Location, Physical Features of India, Drainage, Climate, Natural Vegetation and Wildlife, Population, and Human Resource.
• Political Science:  The Political Science section includes topics such as Democracy in the Contemporary World, Constitutional Design, Electoral Politics, Working of Institutions, and Democratic Rights.
• Economics:  The Economics section includes topics such as The Story of Village Palampur, People as Resource, Poverty as a Challenge, Food Security in India, and Globalisation and the Indian Economy.

The Class 9 Social Science curriculum is designed to provide a strong foundation in social sciences and prepare students for higher education in the field. The curriculum is structured to develop critical thinking, problem-solving, and analytical skills, and to promote the application of social science concepts in real-life situations. The curriculum is also designed to help students understand the socio-economic and political structures of India and the world and prepare them for active participation in society.

Students can also access Case Based Questions of all subjects of CBSE Class 9

• Case Based Questions for Class 9 Maths
• Case Based Questions for Class 9 Science
• Case Based Questions for Class 9 English
• Case Based Questions for Class 9 Hindi
• Case Based Questions for Class 9 Sanskrit

Frequently Asked Questions (FAQs) on Case Based Questions for Class 9 Social Science

What are case-based questions in social science.

Case-based questions in social science are problem-solving tasks that require students to apply their knowledge and understanding of social science concepts and theories to real-world situations or scenarios.

How are case-based questions different from traditional social science questions?

Traditional social science questions typically focus on testing students' knowledge of specific facts, concepts, and theories. Case-based questions, on the other hand, require students to use their knowledge and understanding to analyze and interpret real-world situations and make informed decisions.

What are some common types of case-based questions in class 9 social science?

Common types of case-based questions in class 9 social science include analyzing historical events, interpreting data and statistics, and evaluating the impact of social policies and programs.

How can students prepare for case-based questions in social science?

To prepare for case-based questions in social science, students should practice analyzing real-world scenarios and interpreting data and statistics. They should also work on developing their critical thinking and problem-solving skills.

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CBSE Case Based Questions for Class 9 Social Science - Pdf Free PDF Download

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• NCERT Solutions
• NCERT Class 9
• NCERT Solutions for Class 9 Social Science
• Class 9 History

NCERT Solutions for Class 9 History

Ncert solutions for class 9 history india and the contemporary world – i – free pdf download.

NCERT Solutions for Class 9 History help students learn about the things which occurred in our country. India is blessed with magnificent features, animal and plant life and rich culture. To learn the minute details clearly, students can make use of the solutions drafted by the subject experts at BYJU’S. The NCERT solutions are created by considering the understanding abilities of Class 9 students. The main objective is to help students learn all the dates and events accordingly and perform well in the final exam.

The primary focus of the CBSE Class 9 History textbook is on the emergence of the contemporary world. Students can also get to see how the story of India’s past is related to the broader history of the world from this subject. Here, we have compiled the NCERT Solutions for Class 9 History, which can help the students to remember the important dates of world history in an easy way. The NCERT Class 9 solutions , compiled chapter-wise, help students to revise the subject thoroughly for the exams.

NCERT Solutions for Class 9 History is a student-friendly resource which can be used by the students in case they have any queries regarding the chapter. The solutions are concept-oriented and not exam oriented so that students obtain a strong grip on the subject. The solutions are provided in PDF format, which can be used by the students to prepare for the exams at their own pace. Even though the solutions are precise, all the important topics are explained clearly to help students score well in the final exam.

These NCERT Class 9 Solutions are available for easy download and help the students to solve their doubts concerning any topic of the subject. Students can prepare efficiently for the exams and score well.

The chapter-wise solutions of NCERT Class 9 History can be accessed by using the links which are provided above. These solutions help students to remember all the dates and related events which are important from the exam perspective.

NCERT Solutions for Class 9 History Book Chapter-wise Overview

Chapter 1: the french revolution.

The French Revolution led to the end of the monarchy in France. A society based on privileges gave way to a new system of governance. The declaration of the ‘Rights of Man’ during the revolution announced the coming of a new time. The idea that all individuals had rights and could claim equality emerged as the central idea of a new age. But in different countries, the idea was reinterpreted and rethought in many different ways. The anti-colonial movements in India, China, Africa and South America produced ideas that were innovative and original, but they spoke in a language that gained currency only from the late eighteenth century.

Topics Covered in Class 9 History Chapter 1 The French Revolution:

• French Society During the Late Eighteenth Century
• The Outbreak of the Revolution
• France Abolishes Monarchy and Becomes a Republic
• Did Women have a Revolution?
• The Abolition of Slavery
• The Revolution and Everyday Life

List of Map Items in  C lass 9 History Chapter 1 The French Revolution:

Outline Political Map of France (For locating and labelling / Identification)

Chapter 2: Socialism in Europe and the Russian Revolution

The chapter talks about the emergence of socialism in Europe. The Russian Revolution changed society entirely and raised the question of economic equality and the well-being of workers and peasants. The chapter also includes topics such as the changes initiated by the new Soviet government, industrialisation and mechanisation of agriculture rights of citizens, etc.

Topics Covered in Class 9 History Chapter 2 Socialism in Europe and the Russian Revolution:

• The Age of Social Change
• The Russian Revolution
• The February Revolution in Petrograd
• What Changed after October?
• The Global Influence of the Russian Revolution and the USSR

List of Map Items in  C lass 9 History Chapter 2 Socialism in Europe and the Russian Revolution:

Outline Political Map of World (For locating and labelling/identification)

• Major countries of the First World War

(Central Powers and Allied Powers)

Central Powers – Germany, Austria-Hungary, Turkey (Ottoman Empire)

Allied Powers – France, England, Russia, U.S.A.

Chapter 3: Nazism and the Rise of Hitler

In this chapter, you will read about the rise of Hitler and the politics of Nazism, the children and women in Nazi Germany, schools and concentration camps. It further highlights the facts related to Nazism and how they denied the various minorities a right to live, anti-Jewish sentiments and battle against democracy and socialism.

Topics Covered in Class 9 History Chapter 3 Nazism and the Rise of Hitler:

• Birth of the Weimar Republic
• Hitler’s Rise to Power
• The Nazi Worldview
• Youth in Nazi Germany
• Ordinary People and the Crimes Against Humanity

List of Map Items in  C lass 9 History Chapter 3 Nazism and the Rise of Hitler:

Outline Political Map of the World (For locating and labelling / Identification)

• Major countries of Second World War

Axis Powers – Germany, Italy, Japan

Allied Powers – UK, France, Former USSR, USA

• Territories under German expansion (Nazi Power)

Austria, Poland, Czechoslovakia (only Slovakia shown in the map), Denmark, Lithuania, France, Belgium

Chapter 4: Forest Society and Colonialism

The chapter talks about the growth of industries and urban centres, ships and railways, and new interest in the forests for timber and other forest products. It also includes topics such as new rules of forest use, new ways of organising the forest, colonial control, how forest areas were mapped, trees were classified, and plantations were developed. The chapter will give you an idea of the history of such developments in India and Indonesia.

Topics Covered in Class 9 History Chapter 4 Forest Society and Colonialism:

• Why Deforestation?
• The Rise of Commercial Forestry
• Rebellion in the Forest
• Forest Transformations in Java

Chapter 5: Pastoralists in the Modern World

Pastoralists in the Modern World chapter discusses nomadic pastoralists. Nomads are people who do not live in one place but move from one area to another to earn a living. In this chapter, you also read how pastoralism has been influential in societies like India and Africa, the way colonialism impacted their lives and how they have coped with the pressures of modern society.

Topics Covered in Class 9 History Chapter 5 Pastoralists in the Modern World:

• Pastoral Nomads and their Movements
• Colonial Rule and Pastoral Life
• Pastoralism in Africa

Here, we have provided the NCERT Solutions for Class 9 Social Science subjects. It consists of answers to the entire list of questions present in the NCERT Class 9 Textbook , which are specially prescribed for CBSE students. If a student has any trouble finding answers to the complicated questions, they can refer to NCERT Solutions for Class 9 Social Science from the links given in the table above. By clicking on these links, students can also download the PDF for free, so that they can refer to it offline as well.

At BYJU’S, students are also provided with CBSE sample papers , syllabus and textbooks. Solving previous years’ question papers and sample papers will help the students to get acquainted with the latest exam pattern as well as understand the marking scheme.

Students can also access the various study materials of NCERT Solutions for Class 9 Social Science from the links given here.

• NCERT Solutions for Class 9 Geography
• NCERT Solutions for Class 9 Political Science
• NCERT Solutions for Class 9 Economics

Frequently Asked Questions on NCERT Solutions for Class 9 History

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Class 9th Social Science - Nazism and the Rise of Hitler Case Study Questions and Answers 2022 - 2023

QB365 provides a detailed and simple solution for every Possible Case Study Questions in Class 9th Social Science Subject - Nazism and the Rise of Hitler, CBSE. It will help Students to get more practice questions, Students can Practice these question papers in addition to score best marks.

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Nazism and the rise of hitler case study questions with answer key.

9th Standard CBSE

Final Semester - June 2015

Social Science

Case Study 

Read the following extract and answer the questions that follow All boys between the ages of six and ten went through a preliminary training in Nazi ideology. At the end of the training they had to take the following oath of loyalty to Hitler: ‘In the presence of this blood banner which represents our Fuhrer I swear to devote all my energies and my strength to the saviour of our country, Adolf Hitler. I am willing and ready to give up my life for him, so help me God.’ From W. Shirer, The Rise and Fall of the Third Reich. (i) Who were supposed to get a preliminary training in Naziideology? (ii) What did they do at the end of the training? (iii) What oath did they take?

Read the following extract and answer the questions that follow ‘In an era when the earth is gradually being divided up among states, some of which embrace almost entire continents, we cannot speak of a world power in connection with a formation whose political mother country is limited to the absurd area of five hundred kilometers. Hitler, Mein Kampf, p. 644 (i) Where has the above-mentioned source been taken from? (ii) What is the imperial ambition of Hitler expressed in the above extract?

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Class 9 History Chapter 1 Important Questions The French Revolution

Class 9 Social Science History Chapter 1 The French Revolution important questions and answers cover the major concepts of the chapter. Solving answers of these important questions help students to revise the Chapter most competently. We prepared these questions with PDF as per the latest NCERT book and CBSE syllabus. Practising these questions before the exam will ensure excellent marks in the exam.

The French Revolution Class 9 Important Questions

1. Describe any three causes for the fall of the Jacobin government in France.

Answer:  The causes for all of the Jacobin government were (i)  Many persons who were seen as ‘enemies’ of the republic, i.e., those who did not agree with the strict measures taken by Robespierre, were executed. (ii)  A maximum ceiling was fixed on wages and prices. Rationing of essential food items was introduced, causing hardships to the people. (iii)  Churches were shut down and converted into barracks or offices, causing resentment in the clergy.

2. Describe the divisions in French society before the French Revolution. Or Describe the French division of society.

Answer:  The French society was divided into three estates (i)   First Estate  comprised of the Church and the clergy. They enjoyed certain privileges by birth. They were exempted from paying taxes to the state. (ii)   Second Estate:  They were big aristocrats and landlords. They were considered above law and exempted from paying taxes. (iii)   Third Estate:  This comprised the peasants, artisans, city workers and the middle class people like teachers, doctors, lawyers, writers, etc. All such people had no political rights. They had to pay many kinds of taxes.

3. How did peasants protest against the feudal lords or nobles of France?

Answer: (i)  In the countryside, there were rumours that the landlords of the manor had hired criminals to destroy the ripe crops of the peasants. (ii)  Being afraid of the situation, peasants in several districts seized hoes and pitchforks and attacked chateaux (castles belonging to the noblemen). They looted the hoarded grain. (iii)  They also burnt down documents containing records of the manorial dues. As a result, a larger number of nobles fled from their home towns and migrated to neighbouring countries.

4. How did France become a Constitutional monarchy?

Answer:  In 1791, the National Assembly completed the draft of the Constitution. Its main object was to limit the powers of the monarch. The powers instead of being concentrated in the hands of the monarch, were now separated and divided between the Legislature, the Executive and the Judiciary. The Constitution also declared that it was the duty of the state to protect each citizen’s natural rights. In this way, France became a Constitutional monarchy.

5. Differentiate between active and passive citizens of France.

Answer:  In France, only men above 25 years of age who paid taxes equal to at least 3 days of a labourer’s wage were given the status of active citizen. They were entitled to vote. The remaining men as well as women who were not entitled to vote were called passive citizens. At that time to qualify as an elector and a member of the assembly, a man had to belong to the highest bracket to taxpayers.

6. What was the condition of women in France before the revolution? Or Evaluate the role of women in France before the revolution.

Answer: (i)  The role of the women in France before the revolution were All women were classes as passive citizens. They did not have voting powers. (ii)  They worked as seamstresses or laundresses, sold flowers, fruits and vegetables or worked as domestic servants. (iii)  Their wages were lower than those of men. (iv)  They looked after their children, did the cooking, fetched water and queued for bread. (v)  Most women did not have access to education or job training. Only daughters of wealthy parents could study at a convent, after which they were married off.

7. Which laws were made to improve the status of women in the French society? Or Discuss any four steps taken by the revolutionary government of France for improving the lives of women. Or State any five laws introduced by the revolutionary government in France that helped to improve the lives of women.

Answer:  In the beginning, the revolutionary government introduced some laws to improve the status of women in society. These were (i)  Schooling was made compulsory for all girls. (ii)  Their fathers could no longer force them into marriage against their will. If they did so, they were punished. (iii)  Marriage was made into a contract entered into freely and it was registered under civil law. (iv)  Divorce was made legal and could be applied for by both men and women. (v)  Women could train for jobs, could become artists or run small businesses.

8. What was the guillotine? How was it used?

Answer:  The guillotine was a device consisting of two poles and a blade with which a person was beheaded. It was used by Robespierre, who followed a policy of’ Reign of Terror’ i.e., of severe control and punishment. Those who did not agree with his methods were arrested, imprisoned and then tried by a revolutionary tribunal. If the court found them ‘guilty’, they were guillotined.

9. Compare the manifesto drafted by Olympe de Gouges with the Declaration of the Rights of Man and Citizen. Or Name one of the most important of the politically active women in revolutionary France. What do you know about her?

Answer:   While the manifesto drafted by Olympe de Gouges talked primarily about women and equality, the Declaration of Rights of Man and Citizen talked only about men. The manifesto sought to give political, social and economic equality to all citizens including men and women. On the other hand, the Declaration of the Rights of Man and Citizen denied privileges to women. They were sidelined as passive citizens.

10. Explain any five features of the Constitution of 1791, framed by the National Assembly in France. Or Write three main features of the French constitution of 1791.

Answer:  The National Assembly completed the draft of the Constitution in 1791. (i)  It declared France as a Constitutional monarchy. (ii)  Powers of the king were separated and assigned to different institutions – the Legislature, the Executive and the Judiciary. (iii)  The National Assembly was given the power to make laws. (iv)  To qualify as an elector, member of the assembly, a man had to belong to the highest bracket of taxpayers. (v)  Only men above 25 years of age, who paid taxes equal to at least 3 days of a labourers wage were given the status of active citizen, i.e., voters.

11. “The 18th century France witnessed the emergence of the middle class’. Who were they and what were their ideas?

Answer:  In the 18th century, the middle class was a social group who earned their wealth through an expanding overseas trade and from the manufacture of goods such as woolen and silk textile. In addition to merchants and manufacturers it also included lawyers and administrative officials. They were well educated and believed that (i)  No group in society should be privileged by birth. (ii)  A person’s social position must depend on his merit. (iii)  A society must be based on freedom and equal laws and opportunities for all. (iv)  This idea was maintained by Locke, Rousseau and Montesquieu.

12. Which was the important law that came into effect soon after the storming of the Bastille in the summer of 1789? How did it change the lives of the common people? Explain.

Answer:  After the fall of Bastille in the summer of 1789, one important law that came into effect was the abolition of censorship. Before French Revolution all written material and cultural activities? books, newspapers, plays could be published or performed only after they had been approved by the censors of the king. This law changed the lives of the common people in the following ways (i)  The Declaration of the Rights of Man and Citizen proclaimed freedom of speech and expression to be a natural right. (ii)  Newspapers, pamphlets, books and printed pictures flooded the towns of France from where they could rapidly reach the countryside. (iii)  These all discussed events and changes that took place in France. (iv)  Freedom of press meant that opposing views of events could be expressed. (v)  Plays, songs and festive procession attracted common men through which they could identify the ideas of liberty or justice of the political philosophers.

13. Explain the triangular slave trade carried on during 18th and 19th century.

Answer:  The triangular slave trade flourished in the 18th century and 19th century as (i)  There was a shortage of labour in the colonies in the Caribbean due to the reluctance of Europeans to go and work in distant, unfamiliar places. (ii)  This problem was solved by a triangular slave trade between Europe, Africa and America. The slave trade began in the 17th century. (iii)  French merchants sailed from the ports of Bordeaux or Nantes to the African coast from where they bought slaves from local chieftains. (iv)  The slaves were brought to Caribbean and were sold to plantation owners. (v)  The exploitation of slave labour made it possible to meet the growing demand in European markets for sugar, coffee and indigo.

14. Write a short note on Napoleon Bonaparte.

Answer:   In 1804, Napoleon Bonaparte crowned himself as the Emperor of France. (i)  In the administrative field he had incorporated many revolutionary principles which made the whole system more rational and efficient. (ii)  His Civil Code of 1804 (known as the Napoleonic code) did away all privileges based on birth, established equality before the law and secured the right to private property. (iii)  He introduced a uniform system of weights and measures provided by the decimal system. (iv)  Initially many believed Napoleon as a liberator who would bring freedom for the people. (v)  Many of his reforms were exported to the regions under French control. These left a long lasting effect on society.

15. What do you understand by the term ‘Reign of Terror’?

Answer:  The period from 1793 to 1794 is referred to as the ‘Reign of Terror’ because during this time, Robespierre followed a policy of severe control and punishment. All those whom he regarded as being ‘enemies’ of the republic,  e.g., nobles, clergy  or members of his or other political parties, were arrested and tried by a revolutionary tribunal. If found guilty, they were guillotined. More than 15000 persons were guillotined during this period. The ‘Reign of Terror’ became intolerable and people were against Robespierre and his followers. Finally, Robespierre was convicted and guillotined in July, 1794 and the Reign of Terror ended with his death.

16. (i) Which groups of French society benefited from the revolution?  (ii) Which groups were forced to relinquish power?  (iii) Which sections of society would have been disappointed with the outcome of the revolution?

Answer: (i)  All the groups which formed the third estate benefited from the revolution. These groups included workers, businessmen, merchants, court officials, lawyers, teachers and doctors etc. (ii)  The classes which formed the privileged sections of society like the nobility, clergy and aristocracy were forced to relinquish their executive powers. (iii)  Naturally, the privileged classes, viz, the clergy and the nobles would have been disappointed with the outcome of the revolution because their privileges were taken away from them.

17. Draw up a list of democratic rights we enjoy today whose origins could be traced to the French Revolution. Or Mention any five values which are associated with the Declaration of the Rights of Man and citizen.

Answer:  Some of the democratic rights which we enjoy today whose origins could be traced to the French Revolution are given in the Indian Constitution. (i) Right to Equality:  The right to equality has its origin in the French Revolution. In the Indian Constitution, right to equality means equality before law, prohibition of discrimination and equality of opportunity in matters of employment. (ii) Right to Liberty or Freedom:  The origin of this right can also be traced to the French. In the Preamble to the Indian Constitution, Right to Liberty or freedom means ‘freedom of thought, expression, belief, faith and worship.’ (iii) Encouraging the Spirit of Fraternity:  The French Revolution introduced the growth of the spirit of fraternity and social welfare. In the Indian Constitution the concept of ‘fraternity’ abolishes untouchability, local or provincial anti-social feelings. (iv) Inspiring the Spirit of Democracy:  The French Revolution inspired the spirit of democracy which ensured many rights, viz., right against exploitation, right to life, right to vote etc which we are enjoying today. (v) Liberty:  It consists of the power to do whatever is not hampering the interests of other. The Constitution declared that these rights belonged to each human.

18. What is the role of philosophers in the French Revolution?

Answer:  The revolutionary ideas of philosophers encouraged people to fight for their rights. (i)  Voltaire believed that man’s destiny was in his own hands. (ii)  John Locke criticized the divine and absolute rights of the rulers. (iii)  Rousseau put forward the idea of formation of a government based on a social contract between people and their representatives. Men had the right to change their government, if they were not satisfied with it. (iv)  Montesquieu believed that all powers should not be concentrated in one person’s hand. They should be divided between the Legislature, the Executive and the Judiciary. The ideas of these philosophers were discussed by common people in salons and coffeehouses and inspired them to fight for their rights.

19. How was slavery abolished in France? Or Explain the process of slavery abolition in France.

Answer:  One of the most revolutionary social reforms of the Jacobin regime was the abolition of slavery. An acute shortage of labour in the French Caribbean colonies, Martinique, Guadeloupe and San Domingo, led to a triangular slave trade between Europe, Africa and America in the 17th century. The National Assembly held long debates and finally. The Convention in 1794 passed laws freeing slaves in the French overseas possessions but it was last for a short term. After ten years, slavery was reintroduced by Napoleon. Finally, it was abolished in 1848.

20. The French Revolution popularised many symbols. Each symbol depicted some basic values. Mention such symbols and related values.

Answer:  (i)  The Broken Chain was used to fetter slaves. A broken chain symbolised the freedom from slavery. (ii)  The Bundle of Rods or Fasces One rod can be easily broken, but not an entire bundle. It symbolises strength lies in unity. (iii)  The Eye within a Triangle Radiating Light The all seeing eye stands for knowledge. The rays of the Sun will drive away the clouds of ignorance. It depicts knowledge and removes ignorance. (iv)  Sceptre It was a symbol of royal power. It depicted the power of autocracy. (v)  Snake Biting its Tail to form a Ring This type of ring has neither beginning nor end. It is a symbol of eternity. (vi)  Red Phrygian Cap It worn by a slave upon becoming free. It symbolises the freedom from bondage or slavery. (vii)  Blue-White Red These were the national colours of France. The use of these colours depicted nationalism. (viii)  The Winged Woman Personification of  the law. It symbolised the power of law. (ix)  The Law Tablet The law is the same for all and all are equal before if it symbolised equality and justice.

21. In ‘The Spirit of the Laws’, Montesquieu proposed a division of power within the government between the Legislative, the Executive and the Judiciary. Explain the values which can be reflected in this proposal.

Answer:  The values which can he derived from Montesquieu’s proposal are (i)  Power Sharing Montesquieu suggested a division of power within the government between the Legislative, the Executive and the Judiciary. This arrangement refuted the absolute right of the king. (ii)  Equality There would be no special privileges for the first and second estates, i.e., the clergy and nobility. Everybody in the country should enjoy equal status. (iii)  Expansion of People’s Power Montesquieu opposed the theory of the ‘Divine Right of the King’. His concept of separation of powers is a prerequisite to eliminate corruption from the administration. It was a great instrument against the despotic rule of French emperor and established the common man’s power. Montesquieu believed that all powers should not be concentrated in one person’s hand. He stressed on individual liberty.

22. What was the impact of French Revolution on the world? Give your points.  Or  What was the impact of French Revolution on the world? Name two Indians who were very much influenced by the revolutionary France.  Or  Describe the legacy of the French Revolution for the people of the world.

Answer:  Ideologically the impact of the French Revolution on the world was immense. (i)  The ideas of liberty and democratic rights were the most important legacy of the French Revolution. These ideas spread from France to the rest of Europe during the 19th century, where feudal systems were abolished. (ii)  Colonised people in Africa, Asia and Latin America reworked the idea of freedom from bondage into their movements to create a sovereign nation state. (iii)  The French Revolution led to the end of monarchy in France. A society based on privileges gave way to a new system of governance. (iv)  The idea that all individuals had rights and could claim equality became part of the new language of politics, but in different countries they were reinterpreted and rethought. Tipu Sultan and Raja Rammohan Roy are two Indians who were very much influenced by the revolution in France.

23. What were the causes for the empty treasure of France under Louis XVI? Assess any three causes.  Or  State any five causes for the empty treasury of France under Louis XVI. (v) Lenders who had given the state credit, now began to charge 10 percent interest on the existing loans. So, the French government had to spend an increasing percentage of its budget on interest payment.

Answer:  In 1774, Louis XVI of the Bourbon family of kings ascended the throne of France. He found an empty treasury. The causes for it was (i)  Long years of wars had drained the financial resources of France. The condition was served when under Louis XVI, France helped the thirteen American colonies to gain their independence from Britain. (ii)  The king’s court at the immense palace of Versailles was extravagant. A huge amount of money was required for its maintenance. (iii)  Taxes were levied only on third estate and exempted first and second estates which were rich. (iv)  The war with Britain added more than a billion livres to a debt that had already risen to more than 2 billion livres. (v)  Lenders who had given the state credit, now began to change 10 percent interest on the existing loans. So, the French government had to spend an increasing percentage of its budget on interest payment.

24. Why did the subsistence crisis frequently occur in France during the Old Regime?  Or  List any five reasons that led to the subsistence crisis in France during the Old Regime.

Answer:  Subsistence crisis means an extreme situation where the basic means of livelihood are endangered. During  the Old Regime , subsistence crisis frequently occurred in France. The reasons that led to subsistence crisis are (i)  The population of France rose from about 23 million in 1715 to 28 million in 1789 which led to a rapid increase in the demand for food grains. (ii)  Production of grains could not keep pace with the increasing demand. So, the price of the foodstuff which is made from grains rose rapidly. (iii)  Most workers were employed as labourers on fixed wages. Their wages could not keep pace with the rise in prices. (iv)  Gap between the poor and the rich widened. Poor remain poor, but the rich become richer. (v)  The crisis of food grains became worse whenever drought or hail reduced the harvest.

25. What were the results of the French Revolution for France?  Or  What landmark decisions were taken by the National Assembly led by the third estate on the 4th August, 1789?

Answer:   In June, 1789 the representatives of the third estate declared themselves as a National Assembly. They drafted a Constitution for France. (i)  They discarded the power of absolute monarchy. Even Louis XVI accepted the fact that his powers would be checked by a Constitution. (ii)  On 4th August, 1789 the assembly passed a decree abolishing the feudal system of obligations and taxes. (iii)  Members of the clergy were forced to give up their privileges. (iv)  Tithe, was abolished and lands owned by the Church were also confiscated. (v)  As a direct consequence of these measures taken by the government, the government acquired assets worth at least 2 billion livres.

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

Answer:  The outbreak of revolutionary protest in France was a culmination of social, political, economic and intellectual factors (a)  Social Causes or Social Conditions was the existing social division in France. French society was divided into privileged and non-privileged sections. The first estate and the second estate belonged to the privileged sections. The first estate consisted of the clergy and the second estate comprised the nobility. These two estates were exempt from payment of state taxes. The third estate consisted of the lower and middle classes who bore the burden of taxes. But they did not have any political rights and social status. (b)  Political Causes Louis XVI, the king of France was an autocratic, inefficient ruler who led a luxurious life with his queen Marie Antoinette. People of France became tired of this ratter system of administration and wanted a change. (c)  Economic Causes The treasury of the king was empty on account of long wars, involvement in the American War of Independence, luxurious living of the king and faulty system of taxation. (d)  Intellectual Causes Philosophers like Rousseau, Voltaire and Montesquieu played a significant role. The ideas of these philosophers were discussed intensively in salons and coffee-houses and spread among people through books and newspapers. Forced by financial bankruptcy, Louis XVI was compelled to call an assembly of the Estates General to pass proposals for new taxes in 1789. This time, the voting method was not accepted by the third estate. They demanded each member should have one vote. This controversy led to agitation among the people which became the immediate cause of the French Revolution.

27. Describe the legacy of the French Revolution for the people of the world during the 19th and 20th centuries.

Answer:  (a)  The social and political changes that took place all over Europe can be traced to the French Revolution. The French revolutionary ideas of Liberty, Equality and Fraternity motivated the political movements in the world in the 19th and 20th centuries. (b)  The idea of Liberty expressed in the Declaration of the Rights of Man and Citizen laid the foundation of a new social order. The ideals of freedom and liberty formed the basis of national sovereignty. (c)  The idea of Equality led to the end of a society based on privileges. All individuals have the same rights’ became the new slogan for world politics. (d)  The idea of Fraternity promotes the ideals of love, unity and cooperation among different sections of society. (e)  Another great legacy of the French Revolution was the idea of nationalism. The French Revolution promoted the concept of ‘nationalist’ which inspired the people of Poland, Germany and Italy to establish nation-states in their countries. This concept played a great role in reshaping the boundaries of Europe and South America. (f)  The French Revolution gave us many new ideas like abolition of serfdom, equal rights for women’, etc. Even today people get inspired by the great ideals of the French Revolution.

28. What is the significance of ‘The Tennis Court Oath’ in the French Revolution?

Answer:   The representatives of the third estate viewed themselves as spokesmen for the whole French nation. They assembled in the hall of an indoor tennis court in the grounds of Versailles on 20th June, 1789. They declared themselves as a National Assembly. 

They decided not to disperse until they had drafted a constitution for France which would curtail the power of the monarch. Mirabeau and Abbe’ Sieye’s were the prominent leaders of the National Assembly while the National Assembly was busy at Versailles, drafting a constitution. Bastille was stormed and peasants revolts spread in the countryside.

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

Answer:  The spider feeds on the fly, whereas the fly does hard labour for finding its food. Similarly, in 18th century, France, the nobles lived off the labour of the peasants. The social reality of the time was that peasants had to pay feudal dues as well as rendering services for the nobles.

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

Answer:  Only some members of the Third Estate, who were rich and propertied, would have gained from this Constitution. Members of the First and Second Estates would have been Dissatisfied as their privileges were abolished and they had to pay taxes. Marat anticipates another revolution in which the poor will rebel against the rich persons of the Third Estate and overthrow them, just like they had done the noblemen and clergy.

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

Answer:  The kings, nobles, clergy and other privileged sections of these countries would become fearful that what has happened in France can happen in their country also. The peasants would welcome the developments in France and sympathise with the peasants and underprivileged sections of that country.  This is one of the rare paintings by a woman artist. The revolutionary events made it possible for women to train with established painters and to exhibit their works in the Salon, which was an exhibition held every two years. The painting is a female allegory of liberty that is, the female form symbolizes the idea of freedom.

32. 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?

Answer:  Greed is symbolized by the fat clergyman on the left. The two men accompanying him symbolize government officials who have taken over the assets of the Church. The fat reducing press in the middle symbolizes justice. The man and woman on the right symbolize equality. The whole picture depicts what the revolution stood for.

33. How did the French people ultimately get the right to vote for all citizens?

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

34. How did peasants protest against the feudal lords or nobles of France?

Answer:  There were rumours that the landlords of the manor had hired some people to destroy the ripened crops. Being afraid of the situation, peasants in several districts seized hoes and pitchforks and attacked chateaux (castles belonging to the noblemen). They looted hoarded grain in the market. They had also burnt the documents containing records of the manorial dues. With the result, a large number of nobles fled from their homes and migrated to the neighbouring countries.

35. Differentiate between Active and Passive Citizens.

Answer:  (i) Active Citizens:  Only men above 25 years of age who paid taxes equal to at least 3 days of a labourer’s wage were given the status of active citizens. Only they had the right to vote. (ii) Passive Citizens:  Whereas, the remaining men as well as all the women of France who were not entitled to vote were called Passive Citizens.

36. What rights were provided by the French Constitution?

Answer:  The Constitution began with a Declaration of the Rights of Man and Citizen. Rights such as the right to life, freedom of speech, freedom of opinion, equality before law were established. These rights were considered as natural rights, which belonged to each human being by birth and could not be taken away. It was the duty of the government to protect these natural rights of the citizens.

37. What do you know about the political clubs formed in France?

Answer:  Large sections of the population believed that the revolution had to be carried further, as the Constitution of 1791 had given the rights only to the richer section. So, political clubs became important for the people who wished to discuss government policies and plan their own forms of action. The most successful of these clubs was the Jacobin Club. Women too formed their own clubs to get the right to vote.

38. What was a ‘Directory’? Why was it removed from France?

Answer:  After the fall of Jacobins, a new Constitution was formed which denied the right to vote to non-propertied men. It provided two elected legislative Councils, who appointed a Directory, an executive made up of five members. However, the directors often clashed with the legislative councils and were finally dismissed. With this, political instability emerged in France which gave rise to a military dictator. Napoleon Bonaparte.

39. How did women suffer in France?

Answer:  Most of the women had to work for a living. They worked as laundresses or seamstresses sold flowers, fruits and vegetables or were employed as domestic servants. They could not get education or job training. Working women had also to take care of their families, that is cook, fetch water, queue up for bread and look after children. Their wages were also lower than men.

40. Which laws were made to improve the status of women in the French society?

Answer:  In the beginning, the revolutionary government introduced laws to improve the lives of women. (a)  Schooling was made compulsory for all girls. (b)  Their fathers could no longer force them into marriage against their will. (c)  Divorce was made legal and could be applied for, by both men and women. (d)  Women could now be trained for jobs, could become artists or run small businesses.

41. What was the immediate cause of the French Revolution?

Answer:  A severe winter had meant a bad harvest, the price of bread rose, often bakers exploited the situation and hoarded supplies. After spending long hours in long queues at the bakery, crowds of angry women stormed into the shops. At the same time, the king ordered troops to move into Paris and on 14th July, the agitated crowd stormed and destroyed the Bastille.

42. What was Guillotine? How was it used?

Answer:   Guillotine is a device consisting of two poles and a blade with which a person is beheaded. It was named after Dr. Guillotine who invented it. 

It was used by Robespierre, who followed a policy of ‘reign of terror’ of severe control and punishment. Those who did not agree with his methods were arrested, imprisoned and then tried by a revolutionary tribunal. If the court found them guilty, they were guillotined.

43. How did the fall of Bastille prison become the immediate cause of French Revolution?

Answer:  On the morning of 14th July 1789, the city of Paris was in a state of alarm. The king ordered his troops to move into the city. Rumours spread that he would soon order the army to open fire upon the citizens. Some 7,000 men and women gathered in front of the town hall and decided to form a people’s militia. A group of several hundred people marched towards the eastern part of the city and stormed the fortress-prison, the Bastille. In the armed fight, the commander of Bastille was killed and prisoners released. Since the Bastille stood for the despotic power of the king, it led people towards the success of French Revolution.

44. How can you say that Louis XVI was a despotic ruler?

Answer:  Louis XVI of Bourbon dynasty, ascended the throne in 1774. He was married to Austrian princess Marie Antoinette. When he became ruler, he found an empty treasury. Long years of war had drained the financial resources of France. Added to this was the cost of maintaining an extravagant court at the immense palace of Versailles. Louis XVI also helped American armies in their war of independence, which led to further rise to more than 2 billion livres debt. To meet its regular expenses, the state was forced to increase taxes. Nobles, clergy and rich men were exempted from paying taxes, it was the third estate which bore the brunt.

45. What does subsistence crisis mean? What led to subsistence crisis in France?

Answer: Subsistence Crisis: It is an extreme situation where the basic means of livelihood are endangered. The demand for foodgrains was increased as population had increased in France from 23 million to 28 million. Production of grains could not keep pace with the demand. So the price of bread, which was the staple diet of the majority, rose rapidly. Most workers were employed as labourers in workshops whose owner fixed their wages. But wages did not keep pace with the rise in prices. So the gap between the poor and the rich widened. Things became worse whenever drought or hail reduced the harvest. This led to subsistence crisis, something that occurred frequently in France during the Old Regime.

46. Who represented the National Assembly on 5th May 1789?

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

47. What was Marseillaise? What led to the formation of Marseillaise?

Answer:  Marseillaise was a patriotic song composed by poet Roget de L Isle. Although Louis XVI signed the constitution, he entered into secret negotiations with the King of Prussia. Rulers of the other neighbouring countries too were worried by the developments in France and made plans to send troops to put down the events that had been taking place there since the summer of 1789. Before this could happen, the National Assembly voted in April 1792, and declared war against Prussia and Austria. Thousands of volunteers thronged from the provinces to join the army. They saw this as a war of the people against kings and aristocracies all over Europe. So Marseillaise was sung for the first time by the volunteers from Marseilles as they marched into Paris and so got its name. The Marseillaise is now the national anthem of France.

48. Why do you think that a growing middle class in France envisages an end to the privileges?

Answer:  (a)  In the past, peasants and workers had participated in revolts against increasing taxes and food scarcity. (b)  But they lacked the means and programmes to carry out full-scale measures that would bring about a change in the social and economic order. (c)  The 18th century witnessed the emergence of social groups termed the “Middle Class”, who earned their wealth through an expanding overseas trade and from the manufacture of goods such as woollen and silk textiles that were either exported or bought by the richer members of the society. (d)  In addition to the merchants and manufacturers, the third estate included professionals such as lawyers or administrative officers. (e)  All of these were educated and believed that no group in the society should be privileged by birth. Rather a person’s social position must depend on his merit. These ideas envisaging a society, based on freedom and equal laws and opportunities for all, were put forward by philosophers.

49. What do you know about triangular slave trade? What legislative measures were taken to end slavery in French colonies?

Answer:  Reluctance of Europeans to go and work in distant and unfamiliar lands meant a shortage of labour on the plantations. So this was met by a triangular slave trade between Europe, Africa and the Americas. The exploitation of slave labour made it possible to meet the growing demand in European markets for sugar, coffee and indigo. Legislative Measures: (a)  Throughout the 18th century there was little criticism of slavery in France. (b)  The National Assembly held long debates about whether the rights of man should be extended to all French subjects including those in the colonies. But it did not pass any laws, fearing opposition from businessmen whose incomes depended on the slave trade. (c)  It was finally the convention which in 1794 legislated to free all slaves in the French overseas possessions. (d)  This however turned out to be a short-term measure; ten years later, Napolean reintroduced slavery. (e)  Plantation owners understood their freedom as including the right to enslave African Negroes in pursuit of their economic interests. (f)  Slavery was finally abolished in French colonies in 1848.

50. What kinds of freedoms were granted to the citizens of France after French Revolution?

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

51. In what circumstances did the French Revolution occur? Or Discuss the political, economic and social causes of the French Revolution.

Answer:  Following were the reason of French Revolution – (a) Social –  The social conditions in France in late 18th century were extremely unequal and exploitative. The clergy and the nobility formed the first two Estates and were the most privileged classes in the French society. T Third Estate that consisted of peasants and workers formed the majority of the population. They were burdened with excessive taxes with no political and social rights. As a result, they were extremely discontent. (b) Economic –  As a result of a numerous wars waged by Louis XVI the State coffers were empty. The situation was made even more complex by France’s involvement in the American War of Independence and the faulty system of taxation. While the privileged classes were excused from paying taxes the Third Estate was more and more burdened with them. (c) Political –  The Bourbon king of France, Louis XVI was an extremely autocratic and weak silled king who led a life of obscene luxury. This led to a lot of disenchantment among the masses who then were leading life of extreme poverty and widespread hunger. (d) Intellectual –  The 18th century was marked by a conscious refusal by French thinkers of the ‘Divine Rights Theory’. Philosophers like Rousseau, rejected the paradigm of absolute monarchy and promulgated the doctrine of equality of man and sovereignty of people. They played a pivotal role in exposing the faultlines of old political system, i.e. the ancient regime, and articulating the popular discontent.

52. ‘The French philosophers of the 18th century greatly influenced the people and it led to the French Revolution.’ Comment on this statement.

Answer:  Philosophers such as Montesquieu and Rousseau put forward ideas envisaging a society based on freedom and equal laws and opportunities for all. In his Two Treatises of Government, John Locke sought to refute the doctrine of the divine and absolute right of the monarch. Rousseau carried the idea forward, proposing a form of government based on ‘social contract’ between people and their representatives. In the spirit of the laws, Montesquieu proposed a division of power within the government between the legislature, the executive and the judiciary. This form of government was put into force in the USA. It was an important example for political thinkers in France.

53. Explain the importance of the following events on the course of the French Revolution: (a) Storming of the Bastille (b) March on the Versailles by the women of Paris (c) The passing of the Civil Constitution of the clergy

Answer:   (a)  On July 14, 1789, a mob of Paris stormed the fortress – the prison of Bastille – considered a symbol of oppression and despotism. The Swiss guards were killed and prisoners set free. The mob stole arms and ammunition. To this day, France celebrates ‘Bastille Day’ on 14th July every year.

(b)  The march on the Versailles by women of Paris signified the fact that women became an active participant in the French Revolution. They gained an equal status in the society. The slogans of liberty, equality and fraternity became true.

(c)  In 1790, the Civil Constitution nationalised the church. The clergy or group of persons who enjoyed special powers in the church were also forced to relinquish power. Tithes were abolished and lands owned by the church were confiscated. 54. Describe the Reign of Terror and role played by Robespierre in it. 

Answer:  The period from  1793 to 1794  is referred to as the Reign of Terror. Maximilian Robespierre, leader of the Jacobins, followed the policy of severe control and punishment. All those he saw as enemies of the Republic — ex-nobles, clergy, political opponents — were arrested, tried and guillotined if found guilty. He issued laws placing a maximum ceiling on wages and prices. Meat and bread were rationed. Use of expensive white flour was forbidden. Robespierre followed his policies so relentlessly that even his supporters began to demand moderation. Finally, he was convicted, arrested and guillotined in July 1794.

55. What is the legacy left by the French Revolution?

Answer:  The ideas of liberty Equality (democratic rights) and Fraternity were the most important legacy of the French Revolution. These spread from France to the rest of Europe during the nineteenth century, where feudal systems were abolished. Colonised people reworked the idea of freedom from bondage into their movements to create a sovereign state. Tipu Sultan and Ram Mohan Roy are two examples of individuals who responded to the ideas coming from revolutionary France. 56. What did the following symbols convey in the Declaration of Rights? (i) The broken chain (ii) The bundle of rods or fasces (iii) The eye within a triangle radiating light (iv) Sceptre (v) Snake biting its tail to form a ring (vi) Red Phrygian cap (vii) Blue-White-Red (viii) The winged woman (ix) The law tablet

Answer:  (i)   The broken chain:  Chains were used to fetter slaves. A broken chain stands for the act of becoming free. (ii)   The bundle of rods or fasces:  One rod can be easily broken, but not an entire bundle. Strength lies in unity. (iii)   The eye within a triangle radiating light:  The all-seeing eye stands for knowledge. The rays of the sun will drive away the clouds of ignorance. (iv)   Sceptre:  Symbol of royal power. (v)   Snake biting its tail to form a ring:  Symbol of eternity. A ring has neither beginning nor end. (vi)   Red Phrygian cap:  Cap worn by a slave upon becoming free. (vii)   Blue-white-red:  The national colours of France. (viii)   The winged woman:  Personification of the law. (ix)   The law tablet:  The law is the same for all, and all are equal before it.

57. Who were the Jacobins? What was their contribution to the French Revolution?

Answer:  The most successful of political clubs was that of the Jacobins. They got their name from the former convent of St. Jacob in Paris. They included small shopkeepers, artisans such as shoemakers, pastry cooks, watch-makers, printers, as well as servants and daily wage earners. Their leader was Maximilian Robespierre. 

Contribution-  In the summer of 1792, they planned an insurrection of a large number of Parisians who were angered by the short supplies and high prices of food. On August 10, they stormed the Palace of the Tuileries, massacred the king’s guards and imprisoned the king. Elections were now held. The newly elected assembly was called the Convention. On 21st September, 1792 it abolished the monarchy and declared France a republic. Louis XVI was sentenced to death by a court on the charge of treason and executed on 21st January, 1793. The queen also met with the same fate. 58. Discuss the participation of women in political clubs, their activities and demands.

Answer: (a)  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. (b)  The Society of Revolutionary and Republican Women was the most famous of them. One of their main demands was that women should be given the same political rights as men. (c)  Women were disappointed that the constitution of 1791 reduced them to passive citizens. They demanded the right to vote, to be elected to the Assembly and to hold political office. (d)  Women’s struggle for equal political rights, however, continued. It was finally in 1946 that women in France won the right to vote.

59. “The revolutionary government took it upon themselves to pass laws that would translate the ideals of liberty and equality into everyday practice.” Discuss this statement with special emphasis on the abolition of censorship.

Answer:  The years following 1789 in France saw many such changes in the lives of men, women and children. The revolutionary governments took it upon themselves to pass laws that would translate the ideals of liberty and equality into everyday practice. One important law that came into effect soon after the storming of the Bastille in the summer of 1789 was the abolition of censorship. Earlier all written material and cultural activities — books, newspapers, plays — could be published or performed only after they had been approved by the censors of the king. Now the Declaration of the Rights of Man and Citizen declared freedom of speech and expression to be a natural right. They all described and discussed the events and changes taking place in France. Freedom of the press also meant that opposing views of events could be expressed. Each side sought to convince the others of its position through the medium of print. Plays, songs and festive processions attracted large numbers of people. This was one way they could grasp and identify with ideas such as liberty or justice that political philosophers wrote about at length in texts. Newspapers, pamphlets, books and printed pictures flooded the towns of France from where they travelled rapidly into the countryside.

60. Describe any four causes for the fall of Jacobin government in France.

Answer: (a)  The Jacobin government in France was based on extreme measures. The period from 1793- 1794 is referred to as the reign of terror. Robespierre followed a policy of severe control and punishment. This led to chaos and resentment among the people. (b)  The Jacobin government issued laws placing a maximum ceiling on wage 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. This led to a feeling of resentment against the Jacobins. Peasants began opposing them. (c)  Robespierre’s government ordered shutting down of churches and converting church buildings into barricades or offices. Thus the clergy turned against the Jacobin regime and hastened its fall. (d)  Robespierre pursued his policies so relentlessly that even his supporters turned against him. They began to demand moderation and a middle path. Finally, he himself was tried by a court in July 1794, arrested and guillotined.

61. State the election process of the National Assembly in France.

Answer:  The constitution of 1791 vested the power to make laws in the National Assembly, which was indirectly elected. Citizens voted for a group of electors, who in turn close the assembly. All citizens did not have the right to vote. Only men above 25 years of age who paid taxes equal to at least 3 days of a labourer’s wage were given the status of active citizens, that is, they were entitled to vote. The remaining men and all women were classed as passive citizens. To qualify as an elector and then as a member of the assembly, a man had to belong to the highest bracket of tax payers.

62. What changes were brought in France after the fall of Robespierre’s government? How did it lead to the rise of Napoleon Bonaparte?

Answer:   (a)  The fall of the Robespierre’s government led to the seizure of power by the wealthier middle classes. (b)  A new constitution was introduced which denied the vote to non-propertied sections of society. (c)  It provided for two elected legislative councils. These then appointed a  Directory, an executive made up of five members . (d)  This was to check concentration of powers in the hands of a one man executive which could turn tyrannical. (e)  But the directors often clashed with the legislative councils, who then sought to dismiss them. The political instability of the Directory paved the way for the rise of a military dictator Napoleon Bonaparte.

63. Describe the importance of Declaration of the Right of Man in France.

Answer:   (a)  The Declaration of the Right of Man in France was a landmark decision in the history of France. The constitution began with a declaration of the Rights of Man and Citizen. (b)  Rights such as the right to life, freedom of speech, freedom of opinion, equality before law, were established as ‘natural and inalienable’ rights. (c)  That is, they belonged to each human being by birth and could not be taken away. (d)  It was the duty of the state to protect each citizen’s natural rights. (e)  The declaration of the Right of Man and Citizens influenced revolutionary movements elsewhere too.

64. What landmark decisions were taken by the National Assembly led by the Third Estate on 4th August, 1789?

Answer:   (a)  On 4 August 1789, the Assembly passed a decree abolishing the federal system of obligations and taxes. (b)  Members of the clergy too were forced to give up their privileges. (c)  Tithes were abolished and lands owned by the church were confiscated. As a result, the government acquired assets worth at least 2 billion livres.

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MCQ Questions for Class 9 History Chapter 3 Nazism and the Rise of Hitler with Answers

We have compiled the NCERT MCQ Questions for Class 9 History Chapter 3 Nazism and the Rise of Hitler with Answers Pdf free download covering the entire syllabus. Practice MCQ Questions for Class 9 History with Answers on a daily basis and score well in exams. Refer to the Nazism and the Rise of Hitler Class 9 MCQs Questions with Answers here along with a detailed explanation.

Nazism and the Rise of Hitler Class 9 MCQs Questions with Answers

Question 1. What was the destination of all ‘undesirables’ of the German Empire called? (a) Land of ‘undesirables’ (b) Cursed land (c) General government (d) Land for the abnormals

Answer: (c) General government

Question 2. Which of these were the reasons of Nazi hatred of the Jews? (a) Jews had been stereotyped as killers of Christ (b) They were ‘usurers’, i.e. moneylenders (c) The Jews had always cheated the Nazis (d) Both (a) and (b)

Answer: (d) Both (a) and (b)

Question 3. When did the Second World War come to an end? (a) January 1944 (b) May 1945 (c) June 1946 (d) August 1947

Answer: (b) May 1945

Question 4. What was Nazi Ideology with regard to schoolchildren? (a) He believed that education of children was not necessary (b) A control should be kept over children both inside and outside school (c) All children should be regarded as equal (d) None of the above

Answer: (b) A control should be kept over children both inside and outside school

Question 5. The Nuremburg laws of citizenship of 1935 stated that : (a) Only persons of German or related blood would henceforth be German citizens (b) Marriages between Jews and Germans were forbidden (c) Jews were forbidden to fly the national flag (d) All the above

Answer: (d) All the above

Question 6. What was the process of Nazi schooling for ‘Good German children’? (a) Racial science was introduced to justify Nazi ideas of race (b) School textbooks were rewritten (c) Even the function of sports was to nurture a spirit of violence and aggression among children (d) All the above

Question 7. What was the thinking of Nazi Germany about women? (a) The fight for equality between men and women was wrong (b) Girls had to maintain the purity of the race and teach their children Nazi values (c) Their role was to be of mothers who had to be bearers of the Aryan culture and race (d) All the above

Question 8. In which country did Nazi Germany first try its experiment of ‘concentration of Germans in one area’? (a) Poland (b) France (c) Czechoslovakia (d) England

Answer: (a) Poland

Question 9. Who wrote ‘Mein Kampf’? (a) Herbert Spencer (b) Charles Darwin (c) Adolf Hitler (d) Goebbels

Answer: (c) Adolf Hitler

Question 10. What was ‘Jungvolk’ in Nazi Germany? (a) Magazine (b) Holocaust camp (c) Youth organisation (d) Schools

Answer: (c) Youth organisation

Question 11. Who among the following was assigned the responsibility of economic recovery by Hitler? (a) Goebbels (b) Hindenburg (c) Hjalmar Schacht (d) Adam Smith

Answer: (c) Hjalmar Schacht

Question 12. In Germany students between 10-14 years of Age had to join an organisation named : (a) Jungvolk (b) Hitler’s youth (c) Volkswogan (d) Young Nazi Party

Answer: (b) Hitler’s youth

Question 13. In context of Germany what was ‘Holocaust’? (a) Nazi propaganda (b) Nazi Honour Crosses (c) Nazi killing operations (d) A Nazi School

Answer: (c) Nazi killing operations

Question 14. What did the term ‘Evacuation’ mean? (a) Living in separately marked areas called ghettos (b) Deporting people to gas chambers (c) Arrested without any legal procedures (d) Detained without due process of law

Answer: (b) Deporting people to gas chambers

Question 15. What was the name given to gas chambers by Nazis? (a) Killing Machine (b) Solution Areas (c) Revolutionary Ground (d) Disinfection Areas

Answer: (d) Disinfection Areas

Question 16. When did Germany withdraw herself from the League of Nations? (a) 1930 (b) 1931 (c) 1932 (d) 1933

Answer: (d) 1933

Question 17. In Germany students between 10-14 years of Age had to join an organisation named : (a) Jungvolk (b) Hitler’s youth (c) Volkswogan (d) Young Nazi Party

Question 18. The Great Depression was a period of: (a) Economic crisis (b) Global crisis (c) Political crisis (d) Social crisis

Answer: (a) Economic crisis

Question 19. The Nazi party had become the largest party by: (a) 1930 (b) 1931 (c) 1932 (d) 1933

Answer: (c) 1932

Question 20. Which article of the Weimar Constitution gave the President the powers to impose emergency, suspend civil rights and rule by decree in Germany? (a) 46 (b) 47 (c) 48 (d) None of these

Answer: (c) 48

Question 21. To justify Nazi ideas of race: (a) Social Science was introduced (b) Racial Science was introduced (c) Biological Science was introduced (d) Moral Science was introduced

Answer: (b) Racial Science was introduced

Question 22. In May 1945, Germany surrendered to: (a) Britain (b) USA (c) Italy (d) Allies

Answer: (d) Allies

Question 23. Who among the following propounded the theory of the “Survival of the Fittest’’? (a) Charles Darwin (b) Herbert Spencer (c) Adolf Hitler (d) Isaac Newton

Answer: (b) Herbert Spencer

Question 24. According to the Nazis, which people were to be regarded as desirable? (a) Pure and healthy Nordic Aryans (b) German soldiers who helped in territorial expansion (c) German police of different types (d) All those who were willing to consider Hitler as God

Answer: (a) Pure and healthy Nordic Aryans

Question 25. Which incident led to the start of World War II? (a) German invasion of Switzerland (b) German invasion of Poland (c) Russian invasion of Germany (d) Japan’s sinking of ship at Pearl Harbour

Answer: (b) German invasion of Poland

Question 26. Which incident persuaded the USA to join the war? (a) Hitler’s attack on Eastern Europe (b) Hitler’s policy of genocide of the Jews (c) Helplessness of England and France (d) Japan’s attack on the US base at Pearl Harbour

Answer: (d) Japan’s attack on the US base at Pearl Harbour

Question 27. What gave Nazi state its reputation as the most dreaded criminal state? (a) Extra-constitutional powers were given to the newly organised forces like Gestapo, the SS and SD (b) People could be detained in Gestapo torture chambers and sent to concentration camps (c) No legal procedures were there for the arrested people (d) All the above

Question 28. When and among which countries was the Tripartite Pact signed? (a) 1940, Germany, Italy and Japan (b) 1939, Germany, Austria and USSR (c) 1940, England, France and USA (d) 1938, England, Germany and USSR

Answer: (a) 1940, Germany, Italy and Japan

Question 29. Which of the following statements is true about the economic crisis in Germany in 1923? (a) The value of ‘Mark’ (German currency) collapsed (b) Prices of goods soared high (c) Weimer Republic brought economic prosperity (d) Both (a) and (b)

Question 30. Which of the following was a feature of Hitler’s foreign policy? (a) He pulled out of the League of Nations in 1933 (b) He decided not to attack any country (c) He thanked the Allied Powers for having put Germany on the right track (d) All the above

Answer: (a) He pulled out of the League of Nations in 1933

Question 31. War in 1917 led to the strengthening of Allies and the defeat of Germany because of entry of (a) China (b) Japan (c) the USA (d) Spain

Answer: (c) the USA

Question 32. What was ‘Dawes Plan’? (a) A plan which imposed more fines on Germany (b) A plan which withdrew all punishment from Germany (c) A plan which reworked the terms of reparation to ease financial burden on the Germans (d) None of the above

Answer: (c) A plan which reworked the terms of reparation to ease financial burden on the Germans

Question 33. Who were called the ‘November criminals’? (a) The Opponents of Weimar Republic (b) The Emperor who abdicated, and his men (c) The supporters of Weimar Republic (d) None of the above

Answer: (c) The supporters of Weimar Republic

Question 34. The National Assembly met at Weimer and decided to establish (a) a democratic constitution with a federal structure (b) a communist form of government (c) a powerful monarchy (d) a military state

Answer: (a) a democratic constitution with a federal structure

Question 35. What was the most important result of the Spartacus League uprising in Germany in 1918-19 ? (a) The Weimar Republic crushed the rebellion (b) The Spartacists founded the Communist Party of Germany (c) The Weimar government accepted the demands of the Spartacus League (d) Both (a) and (b)

Question 36. Germany’s ‘genocidal war’ was against which of the following people? (a) Jews and political opponents (b) Gypsies and Polish civilians (c) Germans who were considered mentally and physically disabled (d) All the above

Question 37. Against which of these countries had Germany fought during World War I (1914-1918) ? (a) England (b) France (c) Russia (d) All the above

Question 38. Which of the following bodies was set up to try and prosecute the Nazi war criminals at the end of World War II? (a) International Military Tribunal (b) British Military Tribunal (c) Allied Military Tribunal (d) Allied Judicial Court

Answer: (a) International Military Tribunal

Question 39. Hitler’s world view, which was also the Nazi ideology, was (a) There was no equality between people, only a racial hierarchy (b) The blond, blue-eyed, Nordic German Aryans were at the top and Jews at the bottom. The coloured people were placed in between (c) Jews were the anti-race, the arch enemies of the Aryans (d) All the above

Question 40. Which of the following was a special surveillance and security force created by Hitler? (a) Regular police force in green uniform and stormtroopers (b) Gestapo (secret state police), the SS (the protection squads) (c) Criminal police (SD), the security service (d) Both (b) and (c)

Answer: (d) Both (b) and (c)

Question 41. Why did Helmuth’s father kill himself in the spring of 1945? (a) He was depressed by Germany’s defeat in Second World War (b) He feared that common people would mishandle him and his family (c) He feared revenge by the Allied Powers (d) He wanted to die because of the crimes he had committed during Nazi rule

Answer: (c) He feared revenge by the Allied Powers

Question 42. What was Hitler’s historic blunder and why? (a) Attack on Soviet Union in 1941 was a historic blunder by Hitler (b) He exposed his western front to British aerial bombing (c) The Soviet Red Army inflicted a crushing and humiliating defeat on Germany at Stalingrad (d) All the above

Question 43. Which of the following statements is false about soldiers in the World War I? (a) The soldiers, in reality, led miserable lives in trenches, survived with feeding on the copras (b) They faced poisonous gas and enemy shelling and loss of comrades (c) All soldiers were ready to die for their country’s honour and personal glory (d) Aggressive propaganda glorified war

Answer: (c) All soldiers were ready to die for their country’s honour and personal glory

Question 44. What was the response of the Germans to the new Weimar Republic? (a) They held the new Weimar Republic responsible for Germany’s defeat and the disgrace at Versailles (b) The republic carried the burden of war guilt and national humiliation (c) It became the target of attacks in the conservative national circles (d) All the above

Question 45. In what ways did the First World War leave a deep imprint on European society and polity? (a) Soldiers were put above civilians, trench-life was glorified (b) Politicians and publicists laid stress on men to be aggressive and masculine (c) Aggressive war propaganda and national honour were given the most support and Conservative dictatorships were welcomed (d) All the above

Question 46. The Treaty of Versailles (1920) signed at the end of World War I, was harsh and humiliating for Germany, because (a) Germany lost its overseas colonies, and 13 percent of its territories (b) It lost 75% of its iron and 26% of its coal to France, Poland, Denmark and Lithuania, was forced to pay compensation of 6 billion pounds (c) The western powers demilitarised Germany and they occupied resource-rich Rhineland in the 1920s (d) All the above

Hope the information shed above regarding NCERT MCQ Questions for Class 9 History Chapter 3 Nazism and the Rise of Hitler with Answers Pdf free download has been useful to an extent. If you have any other queries of CBSE Class 9 History Nazism and the Rise of Hitler MCQs Multiple Choice Questions with Answers, feel free to reach us so that we can revert back to us at the earliest possible.

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Case Study Questions for Class 9 Social Science History Chapter 5 Pastoralists in the Modern World

• Last modified on: 9 months ago
• Reading Time: 5 Minutes

Case Study Questions

Question 1:

Read the extract given below and answer the questions that follows:

Drought affects the life of pastoralists everywhere. When rains fail and pastures are dry, cattle are likely to starve unless they can be moved to areas where forage is available. That is why, traditionally, pastoralists are nomadic; they move from place to place. This nomadism allows them to survive bad times and avoid crises. But from the colonial period, the Maasai were bound down to a fixed area, confined within a reserve, and prohibited from moving in search of pastures. They were cut off from the best grazing lands and forced to live within a semi-arid tract prone to frequent droughts. Since they could not shift their cattle to places where pastures were available, large numbers of Maasai cattle died of starvation and disease in these years of drought. An enquiry in 1930 showed that the Maasai in Kenya possessed 720,000 cattle, 820,000 sheep and 171,000 donkeys. In just two years of severe drought, 1933 and 1934, over half the cattle in the Maasai Reserve died. As the area of grazing lands shrank, the adverse effect of the droughts increased in intensity. The frequent bad years led to a steady decline of the animal stock of the pastoralists.

Answer the following MCQs by choosing the most appropriate options:

(i) Which natural Calamity affects the life of Pastoralists everywhere? (A) Summer (B) Rain (C) Drought (D) Flood

(ii) The Maasais were cut off from the best grazing lands and forced to live within a _________tract prone to frequent droughts. (A) Wasteland (B) Arid (C) Semi-arid (D) Deserts

(iii) An enquiry of 1930 showed that the Maasai in Kenya Possessed _________sheep. (A) 820000 (B) 280000 (C) 380000 (D) 320000

(iv) Out of 720000 cattle ___________were donkeys. (A) 910000 (B) 171000 (C) 710000 (D) 191000

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Case Study Questions for Class 9 Maths

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Are you preparing for your Class 9 Maths board exams and looking for an effective study resource? Well, you’re in luck! In this article, we will provide you with a collection of Case Study Questions for Class 9 Maths specifically designed to help you excel in your exams. These questions are carefully curated to cover various mathematical concepts and problem-solving techniques. So, let’s dive in and explore these valuable resources that will enhance your preparation and boost your confidence.

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CBSE Class 9 Maths Board Exam will have a set of questions based on case studies in the form of MCQs. The CBSE Class 9 Mathematics Question Bank on Case Studies, provided in this article, can be very helpful to understand the new format of questions. Share this link with your friends.

If you want to want to prepare all the tough, tricky & difficult questions for your upcoming exams, this is where you should hang out.  CBSE Case Study Questions for Class 9  will provide you with detailed, latest, comprehensive & confidence-inspiring solutions to the maximum number of Case Study Questions covering all the topics from your  NCERT Text Books !

Table of Contents

CBSE Class 9th – MATHS: Chapterwise Case Study Question & Solution

Case study questions are a form of examination where students are presented with real-life scenarios that require the application of mathematical concepts to arrive at a solution. These questions are designed to assess students’ problem-solving abilities, critical thinking skills, and understanding of mathematical concepts in practical contexts.

Chapterwise Case Study Questions for Class 9 Maths

Case study questions play a crucial role in the field of mathematics education. They provide students with an opportunity to apply theoretical knowledge to real-world situations, thereby enhancing their comprehension of mathematical concepts. By engaging with case study questions, students develop the ability to analyze complex problems, make connections between different mathematical concepts, and formulate effective problem-solving strategies.

• Case Study Questions for Chapter 1 Number System
• Case Study Questions for Chapter 2 Polynomials
• Case Study Questions for Chapter 3 Coordinate Geometry
• Case Study Questions for Chapter 4 Linear Equations in Two Variables
• Case Study Questions for Chapter 5 Introduction to Euclid’s Geometry
• Case Study Questions for Chapter 6 Lines and Angles
• Case Study Questions for Chapter 7 Triangles
• Case Study Questions for Chapter 8 Quadilaterals
• Case Study Questions for Chapter 9 Areas of Parallelograms and Triangles
• Case Study Questions for Chapter 10 Circles
• Case Study Questions for Chapter 11 Constructions
• Case Study Questions for Chapter 12 Heron’s Formula
• Case Study Questions for Chapter 13 Surface Area and Volumes
• Case Study Questions for Chapter 14 Statistics
• Case Study Questions for Chapter 15 Probability

The above  Case studies for Class 9 Mathematics will help you to boost your scores as Case Study questions have been coming in your examinations. These CBSE Class 9 Maths Case Studies have been developed by experienced teachers of schools.studyrate.in for benefit of Class 10 students.

• Class 9 Science Case Study Questions
• Class 9 Social Science Case Study Questions

How to Approach Case Study Questions

When tackling case study questions, it is essential to adopt a systematic approach. Here are some steps to help you approach and solve these types of questions effectively:

• Read the case study carefully: Understand the given scenario and identify the key information.
• Identify the mathematical concepts involved: Determine the relevant mathematical concepts and formulas applicable to the problem.
• Formulate a plan: Devise a plan or strategy to solve the problem based on the given information and mathematical concepts.
• Solve the problem step by step: Apply the chosen approach and perform calculations or manipulations to arrive at the solution.
• Verify and interpret the results: Ensure the solution aligns with the initial problem and interpret the findings in the context of the case study.

Tips for Solving Case Study Questions

Here are some valuable tips to help you effectively solve case study questions:

• Read the question thoroughly and underline or highlight important information.
• Break down the problem into smaller, manageable parts.
• Visualize the problem using diagrams or charts if applicable.
• Use appropriate mathematical formulas and concepts to solve the problem.
• Show all the steps of your calculations to ensure clarity.
• Check your final answer and review the solution for accuracy and relevance to the case study.

Benefits of Practicing Case Study Questions

Practicing case study questions offers several benefits that can significantly contribute to your mathematical proficiency:

• Enhances critical thinking skills
• Improves problem-solving abilities
• Deepens understanding of mathematical concepts
• Develops analytical reasoning
• Prepares you for real-life applications of mathematics
• Boosts confidence in approaching complex mathematical problems

Case study questions offer a unique opportunity to apply mathematical knowledge in practical scenarios. By practicing these questions, you can enhance your problem-solving abilities, develop a deeper understanding of mathematical concepts, and boost your confidence for the Class 9 Maths board exams. Remember to approach each question systematically, apply the relevant concepts, and review your solutions for accuracy. Access the PDF resource provided to access a wealth of case study questions and further elevate your preparation.

Q1: Can case study questions help me score better in my Class 9 Maths exams?

Yes, practicing case study questions can significantly improve your problem-solving skills and boost your performance in exams. These questions offer a practical approach to understanding mathematical concepts and their real-life applications.

Q2: Are the case study questions in the PDF resource relevant to the Class 9 Maths syllabus?

Absolutely! The PDF resource contains case study questions that align with the Class 9 Maths syllabus. They cover various topics and concepts included in the curriculum, ensuring comprehensive preparation.

Q3: Are the solutions provided for the case study questions in the PDF resource?

Yes, the PDF resource includes solutions for each case study question. You can refer to these solutions to validate your answers and gain a better understanding of the problem-solving process.

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