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The French Revolution

Authored by John Deer

History, Social Studies

10th Grade

Used 19+ times

The French Revolution
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10 questions

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1.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Before the French Revolution, the people of

France were divided into three estates based

mainly on their

education level

social class

geographic region

religious beliefs

2.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

The American and French Revolutions were

turning points in global history because the

results of these revolutions

led to the abolition of slavery

inspired other peoples seeking democracy

and independence

marked the end of European influence in the

Western Hemisphere

demonstrated the need for strong international

peacekeeping organizations

3.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which factors protected Russia from control by Napoleon’s army?

religious and cultural similarities

industrialization and modernization

geographic size and location

political and economic instability

4.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

A major goal of the Congress of Vienna was to

establish democratic governments in all

European nations

maintain a balance of power in Europe

return Napoleon Bonaparte to power

create independent governments for Austria

and Hungary

5.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

The French people supported Napoleon

Bonaparte because they hoped he would

adopt the ideas of the Protestant Reformation

restore Louis XVI to power

provide stability for the nation

end British control of France

6.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Under the Old Regime in France, the burden of taxation fell mostly on the

monarchy

clergy

nobles

commoners

7.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Media Image

Which statement is best supported by information found in this chart?

Clergy were spared from the Reign of Terror.

The Reign of Terror affected all classes equally.

The Reign of Terror crossed social and economic boundaries.

Peasants were the most frequent victims of the Reign of Terror.

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