NCF 2005: School-Life Connection
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Questions and Answers

Who helped in the photo research for the chapter on clothing?

  • Malvika Karlekar (correct)
  • Sanjay Barnela
  • Ram Guha
  • Vasant Saberwal

    • What topic is discussed in Chapter II?

    Socialism in Europe and the Russian Revolution

    Peasants and farmers made up the majority of the Third Estate in French society before 1789.

    True

    In the French Revolution, the fortress-prison that was stormed by the citizens was called the __________.

    <p>Bastille</p> Signup and view all the answers

    What is the focus of the history books of Classes IX and X?

    <p>The emergence of the contemporary world</p> Signup and view all the answers

    According to the content, why is it important to study the history of sport and clothing?

    <p>To understand how things have evolved and why they change.</p> Signup and view all the answers

    The contemporary world was shaped solely by the west.

    <p>False</p> Signup and view all the answers

    What are the three main sections of the textbooks for Classes IX and X?

    <p>Sections I, II, III</p> Signup and view all the answers

    What will you read about in Section I of the textbooks for Classes IX and X?

    <p>French Revolution, Russian Revolution, and Nazism</p> Signup and view all the answers

    What unit of currency was used in France and discontinued in 1794?

    <p>Livre</p> Signup and view all the answers

    Who extracted taxes called tithes from the peasants?

    <p>Church</p> Signup and view all the answers

    What tax was levied by the church, comprising one-tenth of the agricultural produce?

    <p>Tithe</p> Signup and view all the answers

    Match the following terms with their descriptions:

    <p>Subsistence crisis = An extreme situation where the basic means of livelihood are endangered Anonymous = One whose name remains unknown</p> Signup and view all the answers

    The burden of financing activities of the state through taxes was shared equally among all the estates.

    <p>False</p> Signup and view all the answers

    Who was declared as the National Assembly and swore not to disperse until they had drafted a constitution to limit the powers of the monarch?

    <p>The representatives of the third estate</p> Signup and view all the answers

    Which publication did Abbé Sieyès write that influenced the events at Versailles?

    <p>What is the Third Estate</p> Signup and view all the answers

    The Constitution of 1791 made France an absolute monarchy.

    <p>False</p> Signup and view all the answers

    The Constitution of 1791 vested the power to make laws in the ____________.

    <p>National Assembly</p> Signup and view all the answers

    Match the following political institutions with their functions under the Constitution of 1791:

    <p>Judiciary = Judge Executive = King Legislature = National Assembly</p> Signup and view all the answers

    What are the natural and inalienable rights of man according to the text?

    <p>Liberty, property, security, resistance to oppression</p> Signup and view all the answers

    What is the source of all sovereignty according to the text?

    <p>The nation</p> Signup and view all the answers

    The Constitution began with a Declaration of the Rights of Man and ____. (Fill in the blank)

    <p>Citizen</p> Signup and view all the answers

    Match the following symbols with their meanings:

    <p>Broken chain = Act of becoming free Eye within a triangle radiating light = Knowledge Red Phrygian cap = Cap worn by a slave upon becoming free Snake biting its tail to form a ring = Symbol of eternity</p> Signup and view all the answers

    The law has the right to forbid actions that are not injurious to society. (True/False)

    <p>False</p> Signup and view all the answers

    Study Notes

    Foreword

    • The National Curriculum Framework (2005) recommends linking children's school life to their life outside school.
    • The framework aims to discourage rote learning and promote a child-centered system of education.
    • The textbook development committee has tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages.

    History and a Changing World

    • History is about tracking changes and understanding how and why they occur.
    • The focus of history books for Classes IX and X is on the emergence of the contemporary world.
    • The textbooks will combine different levels of focus, moving from particular communities and regions to the history of the nation and the world.
    • The books will cover themes such as the French Revolution, the Russian Revolution, and Nazism, and how they have shaped the modern world.

    Section I: Events and Processes

    • Chapter I: The French Revolution
      • The French Revolution led to the end of monarchy in France and the establishment of a new system of governance.
      • The Declaration of the Rights of Man during the revolution announced the coming of a new time, emphasizing the ideas of liberty, equality, and fraternity.
    • Chapter II: Socialism in Europe and the Russian Revolution
      • The Russian Revolution sought to change society by establishing a socialist system, raising questions about economic equality and the well-being of workers and peasants.
      • The Soviet government initiated policies of industrialization and mechanization of agriculture, but denied citizens' rights essential to a democratic society.
    • Chapter III: Nazism and the Rise of Hitler
      • The rise of Hitler and Nazism in Germany was marked by a denial of rights to minorities, persecution of Jews, and a relentless battle against democracy and socialism.
      • The story of Nazism's rise is not just about specific events, but about the working of an elaborate and frightening system that operated at different levels.

    Chapter I: The French Revolution

    • On July 14, 1789, the city of Paris was in a state of alarm, with rumors spreading that the king would order the army to open fire upon the citizens.
    • A people's militia was formed, and they broke into government buildings to search for arms.
    • A group of people stormed the Bastille, a fortress-prison, where they hoped to find hoarded ammunition, leading to the release of seven prisoners.
    • The Bastille was hated by all, as it represented the despotic power of the king, and its demolition was seen as a symbol of the end of the monarchy.
    • The days that followed saw more rioting in Paris and the countryside, with people protesting against the high price of bread.### French Society During the Late 18th Century
    • In 1774, Louis XVI of the Bourbon family of kings ascended the throne of France at the age of 20.
    • The French government faced a financial crisis due to years of war, and the cost of maintaining an extravagant court at the Palace of Versailles.
    • France helped the American colonies gain independence from Britain, adding to the debt.
    • The French government was forced to increase taxes, which only the third estate paid.

    The Society of Estates

    • French society was divided into three estates: the clergy, the nobility, and the third estate.
    • The first two estates enjoyed certain privileges, including exemption from paying taxes to the state.
    • The nobility further enjoyed feudal privileges, such as feudal dues and services from the peasants.
    • The third estate, comprising 90% of the population, paid taxes to the state and the Church.
    • Within the third estate, some were rich, while others were poor.

    The Burden of Financing the State

    • The third estate bore the burden of financing the state through taxes, including a direct tax (taille) and indirect taxes on everyday consumption.
    • The peasants were obliged to render services to the lord and pay tithes to the Church.

    The Struggle to Survive

    • The population of France rose from 23 million in 1715 to 28 million in 1789, leading to a rapid increase in demand for foodgrains.
    • The price of bread rose rapidly, and wages did not keep pace with the rise in prices.
    • This led to a subsistence crisis, which occurred frequently in France during the Old Regime.

    A Growing Middle Class Envisages an End to Privileges

    • The middle class emerged, earning wealth through overseas trade and manufacturing.
    • They believed in the principles of freedom and equal laws and opportunities for all.
    • Philosophers such as John Locke and Jean Jacques Rousseau put forward ideas that challenged the doctrine of the divine and absolute right of the monarch.

    The Outbreak of the Revolution

    • Louis XVI called an assembly of the Estates General in 1789 to pass proposals for new taxes.

    • The third estate demanded that voting be conducted by the assembly as a whole, where each member would have one vote.

    • When the king rejected this proposal, members of the third estate walked out of the assembly in protest.

    • They declared themselves a National Assembly and swore not to disperse till they had drafted a constitution for France that would limit the powers of the monarch.### The French Revolution

    • Mirabeau, a noble, was convinced of the need to eliminate feudal privilege and delivered powerful speeches to crowds assembled at Versailles.

    The National Assembly

    • The National Assembly drafted a constitution in 1791, limiting the powers of the monarch and making France a constitutional monarchy.
    • The Constitution vested the power to make laws in the National Assembly, which was indirectly elected by citizens.
    • Only men above 25 years of age who paid taxes equal to at least 3 days of a labourer's wage were considered active citizens, entitled to vote.

    The Declaration of the Rights of Man and Citizen

    • The Declaration of the Rights of Man and Citizen established 'natural and inalienable' rights, such as the right to life, freedom of speech, and equality before law.
    • Article 1: Men are born and remain free and equal in rights.
    • Article 2: The aim of every political association is the preservation of the natural and inalienable rights of man.
    • Article 3: The source of all sovereignty resides in the nation; no group or individual may exercise authority that does not come from the people.

    The French Revolution's Impact on Society

    • The feudal system of obligations and taxes was abolished, and lands owned by the Church were confiscated.
    • Nobles fled their homes, and peasants attacked chateaux, looting hoarded grain and burning down documents containing records of manorial dues.

    The Rise of the Jacobins

    • The Jacobin club, led by Maximilian Robespierre, became a rallying point for people who wished to discuss government policies and plan their own forms of action.
    • Members of the Jacobin club belonged mainly to the less prosperous sections of society, including small shopkeepers, artisans, servants, and daily-wage workers.
    • They wore long striped trousers to set themselves apart from the fashionable sections of society.

    The Abolition of Monarchy

    • The National Assembly voted to declare war against Prussia and Austria in 1792.
    • Thousands of volunteers joined the army, seeing it as a war of the people against kings and aristocracies all over Europe.
    • The Marseillaise, composed by Roget de L'Isle, became the national anthem of France.

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