Chapter 3: Nazism and the Rise of Hitler
History • Class 9 • NCERT Class 9 History Book PDF
3
Nazism and the Rise of Hitler
Saved in DatabaseHistory • Class 9 • NCERT Class 9 History Book PDF
Prelims High-Yield Explanations & Traps
- of these was exemption from paying taxes to
- that within the Third Estate some were
- men Ö Once my studies ended, I was left with nothing
- example for political thinkers in France
- dates
- ideas
- rallying point for
- changes in French society
- of the politically
- suppliers of commodities such as tobacco, indigo, sugar
- law that came into effect soon after the storming of
- legacy of the French Revolution
- personages such as Mirabeau, Olympe de Gouges or
- of livelihood are endangered Anonymous ñ One whose name remains unknown 2018-19 India and the Contemporary World 6 Activity 1
- and programmes to carry out full-scale measures that would bring about a change in the social and economic order
- alone
- ñ one of them†was the staging of festivals like this one
Essential Definitions & Formulas
- It
- about the working of an elaborate and frightening system which operated at different levels.
- The history of the modern world
- not simply a story of the unfolding of freedom and democracy.
- The term Old Regime
- usually used to describe the society and institutions of France before 1789.
- The nobleman
- the spider, the peasant the fly.
- An extreme situation where the basic
- of livelihood are endangered Anonymous ñ One whose name remains unknown 2018-19 India and the Contemporary World 6 Activity 1.
- But they lacked the
- and programmes to carry out full-scale measures that would bring about a change in the social and economic order.
- What message
- Young trying to convey here? Whom does he mean when he speaks of‘ ‘slaves’? Who is he criticising? What dangers does he sense in the situation of 1787? Activity of the monarch.
- Bastille
- stormed, peasant revolts in the countryside.
- A constitution
- framed to limit the powers of the king and to guarantee basic rights to all human beings.
- What
- the Third Estateí? While the National Assembly was busy at Versailles drafting a constitution, the rest of France seethed with turmoil.
- The aim of every political association
- the preservation of the natural and inalienable rights of man; these are liberty, property, security and resistance to oppression.
- Liberty consists of the power to do whatever
- not injurious to others.
- Law
- the expression of the general will.
- For the maintenance of the public force and for the expenses of administration a common tax
- indispensable; it must be assessed equally on all citizens in proportion to their means.
- Since property
- a sacred and inviolable right, no one may be deprived of it, unless a legally established public necessity requires it.
- The law
- the same for all, and all are equal before it.
- The Marseillaise
- now the national anthem of France.
- This
- one of the rare paintings by a woman artist.
- The painting
- a female†allegory of liberty ñ that is, the female form symbolises the idea of freedom.
- What
- liberty? Two conflicting views: The revolutionary journalist Camille Desmoulins wrote the following in 1793.
NCERT Thought Questions
- 1.1 The Struggle to Survive The population of France rose from about 23 million in 1715 to 28
- 1.2 How a Subsistence Crisis Happens Fill in the blank boxes in Fig. 4 with
- of the monarch. Rousseau carried the idea forward, proposing a form of government based on a social contract between people
- Representatives of the Third Estate take the oath raising their arms in the direction of
- 1.Identify the symbols in Box 1 which stand for liberty, equality and fraternity.
- Fig.10 ñ Nanine Vallain, Liberty. This is one of the rare paintings by a woman artist.
- Compare the views of Desmoulins and Robespierre. How does each one understand the use of state force? What does
- Describe the persons represented in Fig. 12 – their actions, their postures, the
- Source F Some of the basic rights set forth in Olympe de Gougesí
- Imagine yourself to be one of the women in Fig. 13. Formulate a response to the arguments put forward by Chaumette (Source G).