case study questions class 11 history

• Writing and City Life Class 11 Case Study History Chapter 1

Last Updated on July 26, 2024 by XAM CONTENT

Hello students, we are providing case study questions for class 11 history. Case study questions or passage based questions are the new question format that is introduced in CBSE board. The resources for case study questions or passage based questions are very less. So, to help students we have created chapterwise case study and passage based questions for class 11 history. In this article, you will find case study for CBSE Class 11 History Chapter 1 Tracing Changes Through a Thousand Years. It is a part of Case Study Questions for CBSE Class 11 History Series.

Table of Contents

Case Study Questions on Writing and City Life Class 11 History

Read the following passage and answer the questions given below:

Some communities in the kingdom of Mari had both farmers and pastoralists, but most of its territory was used for pasturing sheep and goats. Herders need to exchange young animals, cheese, leather and meat in return for grain, metal tools, etc., and the manure of a penned flock is also of great use to a farmer. Yet, at the same time, there may be conflict. A shepherd may take his flock to water across a sown field, to the ruin of the crop. Herdsmen being mobile can raid agricultural villages and seize their stored goods. For their part, settled groups may deny pastoralists’ access to river and canal water along a certain set of paths.

(i) The majority of the people in Mari were engaged in which activities?

Difficulty Level: Easy

Ans. The large number of people in Mari were engaged in farming or pastoral activities.

(ii) What kind of exchange took place between the herders and farmers?

Ans. The herders used to exchange animals, leather, meat and cheese with farmers in return for grains and metal tools.

(iii) Why there was conflict between the pastoralists and the settled communities?

Difficulty Level: Medium

Ans. The pastoralists on some occasions used to take their flocks in the sown fields that used to ruin the crops. This brought them in conflict with the farmers. On several occasions, settled people denied access to pastoralists to some canals and river routes.

Topics from which case study questions may be asked

Here is a list of topics from which assertion reason questions may be asked.

• To familiarize with the interwoven social and cultural aspects of civilization and brief. about the connection between city life and culture of contemporary civilizations through their writings.
• To discuss whether writing is significant as a marker of civilization.

Around 1840s archaeology began in Mesopotamia and there were several crucial sites that were excavated. Some of the important sites like Uruk and Mari were excavated for almost a decade as lot of discoveries were made from these sites. There have been discoveries of hundreds of Mesopotamian buildings, ornaments, potteries, tools, statues, seals and thousands of written documents.

Frequently Asked Questions (FAQs) on Writing and City Life Class 11 Case Study

Q1: what are case study questions.

A1: Case study questions are a type of question that presents a detailed scenario or a real-life situation related to a specific topic. Students are required to analyze the situation, apply their knowledge, and provide answers or solutions based on the information given in the case study. These questions help students develop critical thinking and problem-solving skills.

Q2: How should I approach case study questions in exams?

A2: To approach case study questions effectively, follow these steps: Read the case study carefully: Understand the scenario and identify the key points. Analyze the information: Look for clues and relevant details that will help you answer the questions. Apply your knowledge: Use what you have learned in your course to interpret the case study and answer the questions. Structure your answers: Write clear and concise responses, making sure to address all parts of the question.

Q3: What are the benefits of practicing case study questions from your website?

A3: Practicing case study questions from our website offers several benefits: Enhanced understanding: Our case studies are designed to deepen your understanding of historical events and concepts. Exam preparation: Regular practice helps you become familiar with the format and types of questions you might encounter in exams. Critical thinking: Analyzing case studies improves your ability to think critically and make connections between different historical events and ideas. Confidence: Practicing with our materials can boost your confidence and improve your performance in exams.

Q4: What were some of the essential economic activities in the kingdom of Mari?

A4: The kingdom of Mari generally had farming and pastoralism as its main economic activities.

Q5: What are the important dates for CBSE Class 11 Writing and City Life?

A5: Important dates for CBSE Class 11 “Writing and City Life” are given below: 7000 – 6000 BCE – Beginning of agriculture in Mesopotamia. 5000 BCE – Earliest temple built in Mesopotamia. 3200 BCE – First time writing was used. 3000 BCE – Increasing use of bronze tools, Uruk developed into a major city. 2700 – 2500 BCE – Early kings, probably Gilgamesh. 2600 BCE – Development of Cuneiform script. 2400 BCE – Replacement of Sumerian by Akkadian. 2000 BCE – Spread of Cuneiform writing to Syria, Turkey and Egypt, Mari emerged as an important urban center. 1800 BCE – Mathematical texts composed. 1100 BCE – Establishment of the Assyrian Kingdom. 1000 BCE – Use of iron. 720 – 610 BCE – Assyrian empire. 331 BCE – Babylon conquered by Alexander.

Q6: What was the use of seals in Mesopotamian Civilisation?

A6: In Mesopotamia, cylindrical stone seals were used that were pierced down the centre. They were fitted with a stick and were rolled over wet clay. (a) The seals were carved by skilled craftsmen. They used to carry several information on them like name of the owner, his official position, his God, etc. (b) They were put into the packages for keeping the content of the packages safe during their transition

Q7: Which region of Mesopotamia was the most productive for agriculture?

A7: The region of Southern Mesopotamia was the most productive region.

Q8: Who was Enmerkar?

A8: Enmerkarwas a prominent King in Mesopotamian Civilisation.

Q9: Are there any online resources or tools available for practicing “ Writing and City Life” case study or passage based questions?

A9: We provide case study and passage based questions for CBSE Class 11 History on our  website . Students can visit the website and practice sufficient case study questions and prepare for their exams.

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CBSE Sample Papers Class 11 History 2023-24

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CBSE Sample Question Paper for Class 11 History – in PDF

Class 11 History Sample Papers 2024 are now available as per the new marking scheme and the blueprint on the myCBSEguide app. You can get History sample papers for Class 11 CBSE exams on the myCBSEguide app and website in PDF format. CBSE Sample Papers of Class 11 History with solution help students score high in exams.

Download History Sample Papers as PDF

We at myCBSEguide provide CBSE Class 11 Sample Papers of History for the year 2024 with solutions in PDF format for free download. The CBSE Sample Papers are based on CBSE’s latest syllabus and NCERT books. Students must download and practice these papers for a better understanding of the content.

Class 11 History Sample Paper (2023-24)

Maximum Marks: 80 Time Allowed: : 3 hours

General Instructions:

• Question paper comprises five Sections – A, B, C, D and E. There are 34 questions in the question paper. All questions are compulsory.
• Section A – Question 1 to 21 are MCQs of 1 mark each.
• Section B – Question no. 22 to 27 are Short Answer Type Questions, carrying 3 marks each. Answer to each question should not exceed 60-80 words.
• Section C – Question no 28 to 30 are Long Answer Type Questions, carrying 8 marks each. Answer to each question should not exceed 300-350 words.
• Section D – Question no.31 to 33 are Source based questions with three sub questions and are of 4 marks each.
• Section-E – Question no. 34 is Map based, carrying 5 marks that includes the identification and location of significant test items. Attach the map with the answer book.
• There is no overall choice in the question paper. However, an internal choice has been provided in few questions. Only one of the choices in such questions have to be attempted.
• In addition to this, separate instructions are given with each section and question, wherever necessary.

Class 11 History Sample Paper Section A

• Which of these ideas was given by Sun Yatsen? a) All of these b) Nationalism c) Socialism d) Republic
• What is the meaning of mesos ? a) The Plateau region b) The Highland c) The Mid Land d) An Island
• When was Mesopotamian art of writing begun? a) 2200 CE b) 3200 CE c) 3350 CE d) 3200 BCE
• Assertion (A): A law of 398 referred to workers subjected to slave breeding. Reason (R): A law of 398 was introduced to recognise the workers if and when they run away and try to hide. a) Both A and R are true and R is the correct explanation of A. b) Both A and R are true but R is not the correct explanation of A. c) A is true but R is false. d) A is false but R is true.
• What is the meaning of Yasa ? a) Legally Examined b) Legal Authority c) Illegal documents d) Legal Code
• Assertion (A): Iraq is known as the land of uniform environment. Reason (R): It has undulating plains, mountain ranges, uplands, and deserts. a) Both A and R are true and R is the correct explanation of A. b) Both A and R are true but R is not the correct explanation of A. c) A is true but R is false. d) A is false but R is true.
• He articulated a powerful book named Why Weren’t We Told?
• He condemned the practice of writing Australian history as though it had begun with Captain Cook’s discovery .
• ________ was the supreme authority in the church’s institution. a) Devotee b) Pope c) King d) Deity To practice more questions & prepare well for exams, download  myCBSEguide App . It provides complete study material for CBSE, NCERT, JEE (main), NEET-UG and NDA exams. Teachers can use  Examin8 App  to create similar papers with their own name and logo
• Enmerkar is associated with the organisation of the first trade of Sumer.
• Enmerkar wanted lapis lazuli and precious metals for the beautification of a city temple.
• Enmerkar sent his chief out to get these metals from the messenger of a very distant land called Arikamedu.
• University established in Florence
• Petrarch given title of ‘Poet Laureate’ in Rome
• Geoffrey Chaucer’s Canterbury Tales published
• Humanism taught at Padua University in Italy
• Mutsohito became the emperor of Japan in 1868. He ascended the throne at: a) Tokyo b) Honshu c) Shimoda d) Hokodate

• Which social order enjoyed the privileges? a) Serfs b) Clergy c) None of these d) Peasantry
• When was feudalism abolished in Japan? a) 1860 b) 1871 c) 1880 d) 1890
• A material prepared in ancient Egypt from the pithy stem of a water plant, used in sheets throughout the ancient Mediterranean world for writing a) All of these b) Papyri c) Ancient ink d) Annals
• Who bestowed Temujin with the title of Genghis Khan? a) Quriltai b) Muhammad c) The Prophet Muhammad d) Mongke
• Assertion (A): An average European could expect to live 10 years longer than in the eighth century. In comparison to men, women and girls lived longer lives. Reason (R): By the thirteenth century, men were able to eat better food. a) Both A and R are true and R is the correct explanation of A. b) Both A and R are true but R is not the correct explanation of A. c) A is true but R is false. d) A is false but R is true.
• Cassandra Fedele was a) Curator b) Orator c) Women humanist d) Professor

• ________ was discovered in 1770 by Captain Cook. a) USA b) India c) Norway d) Australia

Class 11 History Sample Paper Section B

• Enlist the names of women who were intellectually creative during the period of Renaissance in Europe.
• Discuss the economic development made in Rome in the late antiquity. What was its result? To practice more questions & prepare well for exams, download  myCBSEguide App . It provides complete study material for CBSE, NCERT, JEE (main), NEET-UG and NDA exams. Teachers can use  Examin8 App  to create similar papers with their own name and logo
• Discuss how daily life was transformed as Japan developed.
• Write about the town planning of the Mesopotamian cities.

Class 11 History Sample Paper Section C

Class 11 history sample paper section d.

• Explain the Christian notion of the universe and earth.
• Why did Copernicus not print his manuscript?
• Name the manuscript that Copernicus hand over to his follower Joachim Rheticus.
• Which two dynasties ruled Iran during this period?
• What do you infer from the statement, “the Roman Empire was a mosaic of territories and cultures.”
• Identify the two rival superpowers and state how they differed.
• Examine the relationship between a vassal to his master or lord under the vassalage system.
• Trace the origin of the title lord within the nobility.
• State two examples to show how the noble enjoyed a privileged status.

Class 11 History Sample Paper Section E

• Melbourne OR

Class 11 History Sample Paper Solution

Solving a class 11 history question paper effectively requires a structured approach and good preparation. Here are some tips to help you excel in your history exams:

• Make sure you have a clear understanding of the topics and chapters included in your history syllabus. Knowing what you need to study is the first step in effective preparation.
• Develop a study schedule that covers all the topics in your syllabus. Allocate sufficient time to each topic based on its importance and your level of understanding.
• Go through your class notes and any other materials provided by your teacher. Ensure that you have a comprehensive set of notes for each chapter.
• Supplement your class notes with reference books and study guides. These can provide additional insights and explanations.
• Solve previous years’ question papers to get a sense of the exam pattern and the types of questions that are commonly asked.
• During your practice sessions, time yourself as if you are taking a real exam. This will help you manage your time effectively during the actual exam.
• Familiarize yourself with the format of the question paper, including the distribution of marks, types of questions (short answer, long answer, essay), and any choices provided.
• Identify the most important topics within each chapter and focus on them. Prioritizing will help you allocate your study time wisely.
• Work on your writing skills by practicing writing answers to sample questions. Pay attention to clarity, organization, and coherence in your responses.

Class 11 History Sample Paper Solution Section A

• (a) All of these Explanation: All of these
• (c) The Mid Land Explanation: The Mid Land
• (d) 3200 BCE Explanation: 3200 BCE
• (d) Shops in Forum Julium, Rome Explanation: Shops in Forum Julium, Rome
• (d) A is false but R is true. Explanation: A law of 398 referred to workers being branded so they could be recognised if and when they run away and try to hide.
• (d) Legal Code Explanation: Legal Code
• (d) A is false but R is true. Explanation: Iraq is known as the land of diverse environment because of the following reasons: In the Northeast, there are green undulating plains, tree-covered mountain ranges with streams. In the North, there is a stretch of upland grasslands called a steppe. In the East, there are tributaries of the Tigris. In the South, there is a desert.
• (d) Henry Reynolds Explanation: Henry Reynolds
• (b) Pope Explanation: Pope
• (b) i and ii Explanation: Enmerkar sent his messenger out to get these metals from the chief of a very distant land called Aratta.
• (a) iv, ii, i, iii Explanation: iv- 1300- Humanism taught at Padua University in Italy ii- 1341-Petrarch given title of ‘Poet Laureate’ in Rome i- 1349-University established in Florence iii- 1390-Geoffrey Chaucer’s Canterbury Tales published
• (a) Tokyo Explanation: Tokyo To practice more questions & prepare well for exams, download  myCBSEguide App . It provides complete study material for CBSE, NCERT, JEE (main), NEET-UG and NDA exams. Teachers can use  Examin8 App  to create similar papers with their own name and logo
• (a) 1 – b, 2 – c, 3 – d , 4 – a Explanation: 1 – b, 2 – c, 3 – d , 4 – a
• (b) Clergy Explanation: Clergy
• (b) 1871 Explanation: 1871
• (b) Papyri Explanation: Papyri
• (a) Quriltai Explanation: Quriltai
• (d) A is false but R is true. Explanation: Better food meant a longer lifespan. By the thirteenth century, an average European could expect to live 10 years longer than in the eighth century. Women and girls had shorter lifespans compared to men because the latter ate better food.
• (c) Women humanist Explanation: A few women were intellectually very creative and sensitive about the importance of humanist education.  Cassandra Fedele was a woman humanist who was one of a handful of women who questioned the idea that women were incapable of achieving the qualities of a humanist scholar. Fedele was known for her proficiency in Greek and Latin and was invited to give orations at the University of Padua.
• (a) 1 – c, 2 – a, 3 – d, 4 – b Explanation: 1 – c, 2 – a, 3 – d, 4 – b
• (d) Australia Explanation: Australia

Class 11 History Sample Paper Solution Section B

Cultivators were of two kinds: free peasants and serfs (from the verb ‘to serve’). They performed the following functions:

• Serfs cultivated plots of land, but these belonged to the lord. Much of the produce from this had to be given to the lord. They also had to work on the land which belonged exclusively to the lord.
• They received no wages and could not leave the estate without the lord’s permission. The lord claimed a number of monopolies at the expense of his serfs.
• Serfs could use only their lord’s mill to grind their flour, his oven to bake their bread, and his wine-presses to distil wine and beer.
• The women like Cassandra Fedele and Isabella d’Este were educated in Latin and Greek. a) Fedele proved that woman can also become a humanist scholar and requested every woman to acquire humanist education. She said, “Even though the study of letters promises and offers no reward for women and no dignity, every woman ought to seek and embrace these studies”. Her writings brought into focus the general regard for education in that age. b)  Another lady Isabella d’Este ruled the state while her husband was absent and the court of Mantua was famed for its intellectual brilliance. Women’s writings revealed their conviction that they should have economic power, property and education to achieve an identity in the male dominated world.
• A new denomination called the solidus was introduced by Emperor Constantine. It was a pure gold coin weighing 4.5 gm. This gold coin was minted on a very large scale and millions of these coins were in circulation.
• Economic growth was stimulated by monetary stability and an expanding population. A lot of investment was made in industrial establishments and rural industries. These included glass factories, oil presses and multiple water mills.
• A lot of investment was also made in long-distance trade. That is why this trade was revived.
• Earlier in Japan, the patriarchal household system prevailed. In it, many generations lived together under the control of the head of the family. New ideas of the family spread. People became more affluent. Homu, the new home was that of the nuclear family where husband and wife lived together. The new concept of domesticity generated demands for new forms of domestic goods, new types of family entertainments and new forms of housing.
•  The cities were well designed according to a definite plan.
• Special heed was given toward the construction of the towns.
• Baked bricks were used for constructing houses.
• Houses were single storeyed.
• There was a provision of adequate roads in town and cities.

Class 11 History Sample Paper Solution Section C

• The Indian Reorganisation Act of 1934. After the 1920s, the Europeans felt sympathy for the natives. They took several steps for their rights and interests. The US government passed a landmark Act in 1934 CE. This Act gave natives in reservations the right to buy land and take loans.
• Efforts to motivate Natives to join Mainstream. The US government, in the 1950s and 1960s, thought of removing all special provisions given to the natives. The government hoped that the natives would join the mainstream i.e., adopt European culture. But the natives were against this. In 1954 CE, they prepared the ‘Declaration of Indian Rights.’ In this declaration, citizenship of the USA was accepted by a number of natives but on a condition that their reservations would remain as it is and the government would not interfere in their traditions.
• The Constitution Act of 1982. In 1969 CE, the Canadian government refused to recognise the aboriginal rights of the natives in Canada. The natives strongly opposed this decision of the government. They held a number of demonstrations and debates. Compelled by the circumstances, the government in 1982 CE passed the Constitution Act. According to this Act, the existing aboriginal and treaty rights of the natives were accepted. Present Position. Today the scenario has completely changed. Though the native people of both the countries have reduced in a great number, yet they have been able to assert their rights to their own cultures.

The role of ‘Gold Rush’ in the economic and political expansion of America can be explained as follows:

• Building of Railway Lines: The Gold Rush contributed to the building of railway lines across the continent of North America. Thousands of Chinese workers were employed for the construction of the railways. By 1870 CE, the USA’s railway network was completed. Canada’s railway was completed by 1885 CE.
• Growth of Industries: Gold Rush led to the growth of industries in North America. Here industries developed for two reasons. Firstly, to manufacture railway equipment so that the distant places would be linked with rapid transport. Secondly, to produce machinery to make large-scale farming easier. Both in the USA and Canada, factories multiplied and industrial towns grew. USA’s economy was an undeveloped economy in 1860 CE but in 1890 CE it was one of the leading industrial power in the world.
• Expansion of Agriculture: Large areas of forests were cleared and divided into farms. The bison had almost been exterminated by 1890 CE, thus ending the life of hunting the natives.
•   Political Expansion: In 1892, the USA’s continental expansion was complete. The area between the Pacific and the Atlantic Ocean was divided up into states. There no longer remained the ‘frontier’ that had pulled European settlers west for many decades. Within a few years, the USA was setting up its own colonies in Hawaii and the Phillippines. It had become an imperial power.

Class 11 History Sample Paper Solution Section D

• Christians believed that the earth was a sinful place and that the heavy burden of sin made it immobile. The earth stood at the centre of the universe around which moved the celestial planets.
• Copernicus asserted that the planets, including the earth, rotate around the sun. A devout Christian, Copernicus was afraid of the possible reaction to his theory by traditionalist clergymen. For this reason, he did not want his manuscript, De revolutionibus (The Rotation) to be printed.
• On his deathbed, Copernicus gave  De revolutionibus (The Rotation) to his follower, Joachim Rheticus.
• The Parthians and later the Sasanians, the dynasties that ruled Iran in this period, ruled over a population that was largely Iranian.
• The Roman Empire was a mosaic of territories and cultures because many languages were spoken in the empire. The upper classes of the east spoke and wrote in Greek, those of the west in Latin, and the boundary between these broad language areas ran somewhere across the middle of the Mediterranean, between the African provinces of Tripolitania (which was Latin-speaking) and Cyrenaica (Greek-speaking).
• The Romans and Iranians were the two rival superpowers and fought against each other for much of their history. A major difference between the two and their respective empires was that the Roman Empire was culturally much more diverse than that of Iran.
• The relationship between the king and the vassal involved elaborate rituals and the exchange of vows taken on the Bible in a church. At this ceremony, the vassal received a written charter or a staff or even a clod of earth as a symbol of the land that was being given to him by his master
• The one who protected the vassal was called the seigneur/lord. The word lord was derived from a word meaning one who provided bread.
• He had absolute control over his property, in perpetuity.
• He could raise troops called ‘feudal levies’. The lord held his own courts of justice and could even coin his own money.
• He owned vast tracts of land which contained his own dwellings, his private fields and pastures and the homes and fields of his tenant-peasants.
• He was the lord of all the people settled on his land. His private lands were cultivated by peasants. (any TWO)

Class 11 History Sample Paper Solution Section E

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NCERT Solutions for Class 6, 7, 8, 9, 10, 11 and 12

NCERT Solutions for Class 11 History Chapter 2 Writing and City Life

July 19, 2019 by Bhagya

Class 11 History Chapter 2 NCERT Textbook Questions Solved

Question 1. Why do we say that it was not natural fertility and high levels of food production that were the causes of early urbanization? Answer: It is often said that natural fertility and high levels of food production were the causes of early urbanization. It is because of the following reasons:

• Natural fertility encourages settled life and agricultural production.
• It paved the way for animal husbandry.
• Fertility of the soil was also helpful in the beginning of new occupations.
• Flourishing trade and commerce is also another major factor for urbanization.
• The development of art of writing and administration played a very critical role in the development of urbanization.

Question 2. Which of the following were necessary conditions and which the causes of early urbanization, and which would you say were the outcome of the growth of cities: (a) highly productive agriculture (b) water transport (c) the lack of metal and stone (c) the division of labor (e) the use of seals (f) the military power of kings that made labor compulsory? Answer: Following were the necessary conditions for urbanization:

• Highly productive agriculture
• Water transport
• The division of labor

Causes of early urbanization:

• Lack of metal and stones
• The use of the seals
• The military power of the kings made labor compulsory.

The outcome of the growth of cities:

• Efficient transport system.
• Trade and services developed.

Question 3. Why were mobile animal herders not necessarily a threat to town life? Answer: Mobile animal herders were required to exchange ghee, metal tools, grains, etc. So they were not a threat to town life.

Question 4. Why would the early temple have been much like a house? Answer: Early settlers began to build temples at selected spots in their villages. The earliest known temple was a small shrine made of unbaked bricks. These early temples were much like a house because they were small in size. There used to be an open courtyard around which rooms were constructed. Temples were the residence of various gods. Temples also had their outer wall going in and out at regular intervals, which no ordinary building ever had.

Question 5. Of the new institutions that came into being once city life had begun, which would have depended on the initiative of the king? Answer: Temple, trade, seal making , sculpture and the art of writing were the new institutions that came into being with the beginning of the city life. These institutions depended on the initiative of the king.

Question 6. What do ancient stories tell us about the civilization of Mesopotamia? Answer: Ancient stories of Mesopotamia are valuable sources of information. As per the stories, Mesopotamia is situated between two rivers, the Tigris and Euphrates. Mesopotamia was one of the advanced civilizations of its time. Its society was divided into three classes, i.e.

• The upper class
• The middle class and
• The lower class

People belonging to upper classes led a life full of comforts and luxury and enjoyed special privileges. Agriculture was the main occupation of the people. Their life was normally prosperous. Religion was an important part of their life and people worshiped many gods and goddesses. Shamas was their main God. It was the Sun. Ziggurat was the name given to Sumerian temples.

Another description from the Bible: According to the Bible, the flood was meant to destroy all forms of life on the earth. However, God chose a man, Noah, to ensure that life could continue after devastating flood on the earth. Noah, built a huge boat, an ark. He took a pair each of all known species of animals and birds on the board, the arks which survived the flood. When other things were destroyed by the flood, his boat remained safe along with all the species. Thus began a new life on the earth. There was a similar striking story in Mesopotamian tradition, where the principal character was called Ziusudra or Utnapishtim.

Class 11 History Chapter 2 More Questions Solved

Class 11 History Chapter 2 Very Short Answer Type Questions

Question 1. Where is Mesopotamia? Answer: Mesopotamia is in the republic of Iraq. It is situated between two world-famous rivers; Euphrates and Tigris. The ancient Mesopotamian civilization also flourished in this region.

Question 2. For which reason the Mesopotamian river is well known? Answer: It is well known for its development of city life, rich literature, and mathematics.

Question 3. When and where did archaeological work begin in Mesopotamia first of all? Answer: First of all, archaeological work began in Mesopotamia in 1840 at the given sites.

Question 4. What is the meaning of the word ‘Mesopotamia’? Answer: The word ‘Mesopotamia’ is derived from two Greek words ‘Mesos’ and ‘Potamos’. The word ‘Mesos’ means the middle and ‘Potamas’ means river. Hence, the land lying or situated between two rivers (Tigris and Euphrates) is called Mesopotamia.

Question 5. What does the Bible depict about floods? Answer: According to the Holy book of Christian, i.e. the Bible, the flood was meant to destroy all forms of life on the earth. However, God chose a human being Noah to ensure that life must go on after the flood.

Question 6. Where was city life developed first of all in the world? Name the cities also. Answer: The city life developed or came into being first of all in the world in Mesopotamia. These earliest developed cities were:

Question 7. Which type of cities came into prominence in Mesopotamian civilization? Answer: These types of cities came into prominence in Mesopotamian civilization. These were:

• Religious Town
• Trading Town
• Imperial Town

Question 8. Which were the major crops produced during Roman civilization? Answer: The major crops grown during the Roman civilization were wheat, peas, lintel and barley.

Question 9. What were the reasons behind the development or growth of urbanization in Mesopotamia? Answer: The reasons behind the growth of urbanization in Mesopotamia were the following;

• Growth of agriculture
• Flourishing trade
• Use of seals
• The military strength of the ruler who made labor compulsory to all.

Question 10. When did ancient town begin to flourish in Mesopotamia? Answer; The ancient town flourished in Mesopotamia dated back to bronze age, i.e. c. 3000 BCE.

Question 11. Which was the ancient town of Mesopotamia? Name its capital also. Answer: Uruk was the ancient town of Mesopotamia. Its capital was Baghdad. It was one of the magnificent towns of that time.

Question 12. (i) Name two rulers of Uruk. (ii) Name the archaeologist who excavated it. Answer: (i) Two rulers of Uruk were Enmerkar and Gilgamesh. (ii) The city of Uruk was excavated by Julius Jordan in 1913.

Question 13. Who founded Ur and when? Answer: Ur was founded by Mesanepada. It was founded in 2670 BCE. This town was a famous part as well as a trading town.

Question 14. List some items which are essential for urban development. Answer: Efficient transport network, trade, crafts, services, etc.

Question 15. Name the archaeologists who carried out excavation work at Ur. Answer: J.E. Taylor, Sir Leonard Woollesy, R.C. Thompson and H.R. Hall carried out excavation work at Ur.

Question 16. What do you know about Mari? Answer: Mari was a famous town of Mesopotamia. This city flourished between 2900 BCE to 1759 BCE. It was destroyed by Akkad ruler Sargon in 2350, but regained her lost glory after 2000 B.C.E. when it was made the capital of Amorite Empire.

Question 17. Who was the famous ruler of Mari? Answer: The famous ruler of Mari was Zimrilion who constructed a beautiful palace which was spread over 204 hectares and having 260 rooms.

Question 18. Where is Nimrod? By which name Nimrod was also known as? By whom and when was it excavated? Answer: Nimrod was a famous town in Mesopotamia. It was situated on the southern bank of the river Tigris. In ancient period, it was also known as Kalhu. This town was first excavated by Herry Austen Layard in 1845.

Question 19. Who founded Nimrod? Where was it founded? Answer: Nimrod was founded by Shalmanesar-I in 1295 BCE. This city was also made the capital of his empire by another ruler Asur-Narispal in 880 BCE.

Question 22. Which was the earliest language known to Mesopotamia’s? By which language was it replaced? (HOTS) Answer: The earliest language known to Mesopotamia’s was Sumerian. This was replaced by Akkadian language around 2400 BCE.

Question 23. What is the meaning of Cuneiform? Answer: The word ‘Cuneiform’ is derived from two Latin words. These words are ‘Cuneus’ meaning ‘wedge’ and ‘forma’ meaning ‘Shape’. Thus, the wedge shaped symbols which represent the syllable and sound of a word is called cuneiform.

Question 24. What were the main social classes of early cities? Or How was Mesopotamian society divided? Answer: Society was divided into three classes. These classes included:

• The middle class

The upper class consisted of priest, king and officials. The middle class consisted of traders, merchants, landlords, etc. while the lower class consisted of peasants, laborers and slaves.

Question 25. What was the status of women during early states? Answer: The status of women was very good during early states. They participated in social and religious festivals without any dissemination’s. They were free from social restrictions and could hold any desirable post with her ability.

Question 26. Which two things indicate that ‘only a few Mesopotamia’s could read and write’? Answer: Two things indicate that only a few’ Mesopotamia’s could read and write are:

• 300 signs were available to read and write. It was a very lengthy procedure.
• Reading and writing of these signs were very complicated.

Question 28. “In spite of natural fertility, agriculture was the subject to hazards.” Why. Answer: In spite of natural fertility, agriculture was subject to hazards because:

• River Tigris was overflowed during the particular month of a year.
• The river often changed its course which causes water scarcity in a particular region.

Question 29. How did the chiefs increase their influence? Answer: During the warfare those chiefs who emerged as victorious, distributed their loot among their followers and also took prisoners from defeated groups and employed them as their guards. Thus the victorious chiefs increased their influence by the need of their followers and showing kindness towards the defeated.

Question 30. Which was the earliest temple town of Egypt? How did it become reliable? Answer: Uruk was the earliest temple town of Egypt. It became reliable from the depictions of armed heroes and their victims.

Question 31. Why was literacy rate so slow in Mesopotamia? Answer: The large number of symbols coupled with the complexity of the language led to low literacy rate in Mesopotamia.

Question 32. Which type of family system was prevalent in Mesopotamian society? Answer: A nuclear family system was prevalent in Mesopotamian society. This type of family comprises a man, his wife and children.

Question 33. How many types of slaves were there in Mesopotamian society? Answer: These types of slaves were there in Mesopotamian society. They were ;

• War prisoners.
• Children sold by their parents.
• Debt traped persons (Persons who were not able to pay back their loan).

Question 34. What were the modes of entertainment of the people? Answer: The various modes of entertainment of the people were dancing, singing, playing flute, hunting of wild animals, watching wrestling, etc.

Question 35. Name some famous temples constructed by the people of early cities. Answer: The main temples constructed by the people of early cities were the following.

Question 36. Which types of community resided in Mari kingdom? Answer: Communities of the farmers and pastoralists resided in Mari kingdom. Most of the kingdom was covered by pastoralists.

Question 37. Who built a beautiful palace at Mari? How many rooms were there in this palace? Answer: The Great Palace of Mari was built by Zimrilim (1810 – 1760 BCE). There were 260 rooms in this palace and was spread over an area of 2.4 hectares.

Question 38. What were the three unique characteristics of town planning of Mesopotamia? (HOTS) Answer: The three unique characteristics of Mesopotamian civilization were:

• Towns were constructed according to pre-planned strategy.
• Baked bricks were used for construction.
• Most of the houses were of single story having a courtyard.

Question 39. Which was the famous epic of Sumerian literature? Answer: The famous epic of Sumerian literature was ‘Gilgamesh‘. It also occupies a unique place in the world of literature.

Question 40. When and how Gilgamesh was composed? Answer: ‘Gilgamesh’ was composed during 2000 BCE in 12 tablets. It was written about Uruk ruler Gilgamesh who occupied the throne around 2700 BCE.

Question 41. When and where Mesopotamian script was discovered? Answer: Mesopotamian script was discovered in Summer in 3200 BCE.

Question 42. Describe any two features of Mesopotamian script. Answer: Two features of Mesopotamian script were:

• It was written on clay tablets.
• It was written from left to right.

Question 43. Which was the earliest language known to Mesopotamian? Which language replaced it and when? Answer: The earliest language known to Mesopotamian was the Sumerian. It was replaced by ‘Akkad’ around 2400 BCE.

Question 44. Describe in brief the importance of writing. Answer:

• Writing helped in the spread of education,
• It helped in the promotion of trade and also about the contemporary condition of the society at that particular time.

Question 45. What do you know about steles? Answer: Stone slabs with inscription or carving are called steles.

Class 11 History Chapter 2 Short Answer Type Questions

Question 1. Why Mesopotamia is considered important by Europeans? Give reasons. (VBQ) Answer: Europeans considered Mesopotamian important on account of the following reasons:

• In Old Testament, there are references about it, which refer to ‘Shimar’, meaning the Sumer (the land of brick-built cities). It clearly refers to Mesopotamia, because early planned cities existed there.
• European scholars and travelers referred to Mesopotamia as their ancestral land.
• Archaeological discoveries also depict that Europeans had a keen interest in this region.

Question 2. “Rivers play crucial role in the emergence of civilization”. Justify this statement in context to Mesopotamia. (HOTS) Answer: Mesopotamia is situated between the land of two rivers, i.e. Euphrates and Tigris. Both these rivers originated from Armenia mountain in present-day Turkey. They drained a vast mountain region. Although the climate of this area is dry yet agriculture is possible because of irrigation facilities. The favorable agricultural condition encouraged the people to reside in this region. The surplus food production of crops enabled the agriculturist communities to feed those people such as craftsmen, priests, rulers, soldiers, etc. who were not practicing agriculture. The nomadic pastoralist communities provided with other essential needs of daily use to these people. Thus the settlement of all these in this region paved the way for the rise of civilization.

Question 3. Give some facts to show geographical diversities that existed in Iraq. Answer: Geographical diversity existed in Iraq. Some of these arguments that support it are the following:

• North-east region is lush green region. It is also covered with mountain ranges with clear streams.
• There is plentiful rainfall in the region which is sufficient for growing crops.
• In Northern region there is a vast track of upland, called steppe. In this region, animal herders reside who provides better livelihood than agriculture.
• In the east, River Tigris and its tributaries flows which provides routes of communication into the mountain region of Iran.

Question 4. Write in brief about the importance of southern and north-east regions of Mesopotamia. Answer: Mesopotamian southern region is desert, but the rivers Euphrates and Tigris support the city life here. These rivers deposit their silt by flooding in the region and make the soil fertile. When the river Euphrates enters the desert, it gets divided into small channels. These river channels provided irrigation facilities in the past. Crops such as wheat, barley, peas or lentils were grown here, though there did not happen sufficient rainfall. In the north-east region, sheepary goats were grazed on steppe by the Mesopotamia’s. In this region milk, wool and meat was produced in bulk. Fish was also available in plenty. Date-palm provided fruit in summer. Considering these facts we can conclude that these regions were of utmost importance for Mesopotamia’s.

Question 5. “The use of seals played significant role in the development of trade in urbanization in Mesopotamia.” Discuss. Answer: A number of seals have been excavated from Mesopotamia. These were made of stone and were cylindrical in shape. These seals were fitted with a stick and then rolled over wet clay so that a continuous picture got engraved over it. This work was done by skilled craftsmen. The name of the owner, his God, his official, ranks, etc. were also engraved on it. Seals were used by merchants to send their goods from one place to another. Goods were first packed and a seal was put at the head of the pack to ensure its authenticity. In case seals were found tampered with, it meant the back had been pilfered on the way otherwise it was safe and secure. Undoubtedly, we can say that the use of seals played a significant role in the growth of urbanization.

Question 6. “The Euphrates river of ancient Mesopotamia was world-renowned trade route”. How will you justify it? (HOTS) Answer: Earlier the task of transportation of goods, food grains and other essential commodities were carried by the beasts of burden or bullock-carts. It was a time-consuming activity and a lengthy process. The river Euphrates helped the people to get rid of this task. It flows almost through the entire region of Mesopotamia. It provided people one of the cheapest means of transport, which made possible to transport bulk goods with any difficulty. The boats guided by the direction of winds were available free of cost. Several stream emerging of it provided an excellent source of water transportation. Most of the trade began to carry out on this route. Hence, we can say that the river of Euphrates was a well-renowned trade-route.

Question 7. Explain with the help of an example, how did compulsory labor make possible the construction of temples, palaces, buildings, etc. Answer: Mesopotamian king enjoyed the supreme status in the society and also enjoyed extensive power. The king made labor compulsory to all inhabiting in his empire for rendering their services to town’s deities and to construct temples. For example, the construction of temple in Uruk city was done by 1500 people working 10 hours a day. This work continued for five years. No person could seek immunity from compulsory labor. The people who were engaged in compulsory labor were paid grains in lieu of their services.

Question 8. How pictographic script came into prominence? Answer: The trace of written language has come up from Sumer in Mesopotamia. They are dated back to 3200 BCE. It is believed that the written language was evoked by temple priests, who were assigned to look after temples independently by the king. They had to keep the records of the expenditure and income of the temples. So they began to paint the items donated to the temples on clay tablet. In this, they began to keep these records. The temple of Uruk has revealed a list of 5000 such tablets. They engraved the pictures like signs and numbers of oxen, fish, etc. Now, it became easier to remember the things. In this way, the pictographic script came into prominence.

Question 9. What do you know about the ancient town Ur of Mesopotamia? Answer:

• This city was founded by Mesapnanda about 2670 BCE. It was a well-known commercial centre and a port was destroyed by Elemites around 2200 BCE.
• Ur was re-established under Ur-Nammu in 2100 BCE.
• It was first excavated by British excavator J.E. Taylor in 1854-55.
• This city was designed without planning as the excavation depicted.
• Excavation was carried out on a large scale during 1920’s and 1930’s, under the supervision of Sir Leonard Woollsey.

Question 10. Which factors suggest that Ur was an unplanned city? Answer: Ur was an unplanned city because excavation here reveals that people used to throw domestic garbage in the street. As a result of this, the level of the streets began to increase. Holders had to raise the level of their house for proper arrangement of light inside their rooms. It was made possible through doors, rather than windows. Several superstitious beliefs were also prevalent among Ur people regarding their houses under consideration. For example, they raised threshold of a house that brought prosperity. They believed that the first door that did not open towards another house was good and praiseworthy. In case, the door opened outward, it is believed that their strained relations between the husband and the wife residing in it.

Question 11. Discuss the features of town planning of early urban society. Or Discuss the essential values of Mesopotamian’s town planning. Answer: Features of town planning of early urban societies:

• The Mesopotamian cities were designed according to a definite plan. Hammurabi had issued a special order to construct cities according to a definite plan.
• Special attention was paid towards the strength of the building.
• Baked bricks were used for constructing buildings.
• Any violation regarding the construction rules were dealt with severely.
• Most of the buildings, i.e. the houses were of single story. There used to be an open courtyard in these houses. Along with this courtyard rooms were constructed.
• Some people also built basement in their houses to beat heat.
• There was also well adequate provision for roads in towns.

Question 12. What do you know about ancient Mesopotamian town Kish? Answer: Ancient Mesopotamian town Kish was situated 12 kilometers east of Babylon. This city flourished around 3000 BCE under the ruler Urtung, who invaded Iran and subjected it to loot and plunder. This town reached its zenith of prosperity during the period from 2800 to 2300 BCE. It continued to flourish till 600 BCE. The first woman ruler of the Kish was Ku-baba, who ascended the throne, in 2450 BCE. The excavation work here was carried out by French archaeologist, between 1912 to 1914 CE. There Ziggurates, a temple and extensive palaces were excavated here by archaeologists.

Question 13. Name any two French archaeologists who carried art excavation at Lagish. Describe in short about its ruler Gudea. Answer: Lagish, the important city of Mesopotamia was discovered by two French archaeologists Earnest de-Sarzec and Gaston Cross. Gudea, the greatest ruler of Lagish ruled from 2144 to 2104 BCE. He was very popular among his people due to his religious deeds, liberal attitude and being a justice-lover ruler. He also contributed a lot in the field of architecture and constructed many temples and several of his own statues. He also encouraged trade. As a result of his efforts, i.e. promotion of trade, people became affluent during his region. This city began to lose its glory after the death of Gudea.

Question 16. Describe in brief the achievements of Ashurbanipal. Answer: Ashurbanipal was the well-known ruler of Nineveh. He ruled from 668 to 627 BCE. He made all efforts for outstanding artisans and artists from across his empire to settle at Nineveh. He constructed many beautiful temples and buildings. He also got repaired old buildings and temples. Several gardens built by him, add beauty to his capital. He also patronised literature and constructed a massive library in the temple of Nabu. All the literary works available in the library were arranged subject-wise. But its prestige began to lose after his death.

Question 17. Describe the status of women in Mesopotamian society. Answer: Women enjoyed a respectable position in society. They enjoyed equal status with men in religious and social affairs of life.

• Women were free to set up their own trade and could even keep slaves for either male or female.
• They were allowed to remarry in case of death of her husband.
• Devdasi system was also prevalent in society but was not considered inimical to healthy social value.
• In case of the death of her husband, they became the custodian of his property.

Question 18. How is the division of labor believed to be the main factor behind the growth of urbanization? Explain with an example. Answer: The division of labor is believed to be the major factor behind the growth of urbanization; because, the people of towns were not self-sufficient. They depended on other people for several kinds of services. Consider the following example: A person engaged in making stone seals requires bronze metal for engraving it. He could not make tools of his own. Beside this he also had to depend on other person for color stones required for making seals. He did know trade, and had to depend on trades or other people who rendered this services to him. In short, he had to depend on others. Thus, all these functions were performed with mutual co-operation.

Question 19. How did the amalgamation of different castes and communities give birth to a new civilization? Answer: Mari was an important city of ancient Mesopotamia. The city regained its ancient splendor in 2000 BCE, when Amorite dynasty declared her its capital. It was again destroyed during Hammurabi’s invasion in 1759 BCE.

The people living here were agriculturists and pastoralists. They belonged to various communities such as Akkadi, Amorite, Asyran and Armenian. The king belonged to Amorite community. The entire Amorite community had different dress-codes as compared to other communities. The King of Mari built a magnificent temple at Mari dedicated to the deity known as Dagans. Thus amalgamation of different castes and communities gave birth to new civilization at Mari. As people belonging to different communities resided at Mari, the king had always to remain vigilant.

Question 20. “The script of Mesopotamia helped the historians to throw light on this ancient civilization”. Justify the statement. Answer: The earliest language known to the Mesopotamians was Sumerian. It was replaced by Akkadi around 2400 BCE. Gradually, the Aramaic came into prominence by 1400 BCE. The use of Aramaic became widespread by 1000 BCE. Irrespective of the fact that there had originated a script in Mesopotamia, still the rate of literacy was very low. The logic behind low literacy rate was that there were more than 2000 symbols used to decipher. Besides this, the language was itself very complicated. But truly speaking, the languages of the Mesopotamian have given a very long way in helping the historians, who after carefully examining and analyzing it throws a floodlight on this ancient civilization.

Class 11 History Chapter 2 Long Answer Type Questions

Question 1. What do you know about Uruk? Answer: Situated on the bank of the river Euphrates, about 2500 kilometers south-east of modern capital city of Baghdad, Uruk is an ancient Mesopotamian city. It came into existence around 3000 BCE, and was reckoned to be the most extensive town in the contemporary world. Uruk spread over an area of 250 hectares. It was twice in size when compared to Indus valley civilization. The city expanded around 2800 BCE. This area increased to about 400 hectares. Nearly 50,000 to 80,000 people resided here at that time.

Sumerian king Ermerkar was the founder of this town. He also constructed here the temple of a well-known goddess Inanna. Another famous ruler of this town was Gilgamesh. He declared Uruk as the capital city of his empire. To safeguard ground from any invasion he constructed a massive town around it. Here in Uruk the war prisoner had to do compulsory labour either for the ruler or for construction of temple. They were paid in grains in return. The common people were engaged in the extraction of stones, making mud-bricks, etc. as per the order of their ruler.

Uruk had also made unprecedented progress in the field of technology. The invention of potter’s wheel led to a revolutionary change in the field of technology and also helped in utensil making on a large scale.

Question 2. Describe the main features of the city of Babylon. Answer: The city of Babylon had played an outstanding role in the ancient history of Mesopotamia. It was Akkad ruler, Sargon, who ruled from 2370 to 2315 BCE. Being situated on the north-west bank of river Tigris it made tremendous progress under Humurabiera. Babylon witnessed the emergence of glorious era of its history under Keldian ruler Nabopolassor. At that time, it covered an area of more than 850 hectares. Some magnificent features of Babylon were as follows:

• A triple wall was constructed all-around the city to safeguard it from any foreign threat.
• A massivq Ziggurat was the main center of attraction in Babylon.
• It was also a famous commercial center.
• The city had also made tremendous progress in the field of language, literature, science, medicine, etc.

Temples of early Mesopotamia were comparatively smaller in size. They were also made of unbaked bricks. With the passage of time, the temple began to take new shape. Their importance as well as size began to increase. They used to build their temples on the hill tops because they believed that God (deities) dwell on the hill-top. These temples were made of baked bricks.

• Temples served as center of imparting education, where the priests used to serve as teachers.
• Land attached to temples was also used for industrial purposes.
• Temples were also engaged in sales and purchases of goods and also used to provide advance loans to the traders and charge interest thereon.
• The people offered grains, curd, dates, etc. to serve their deities. They also sacrificed ox, sheep, goat, etc. to offer their blessings.
• Temples also served as the centers for entertainment and provided a common platform for the people to meet each other and get a new boost.

Question 5. What do you know about Gilgamesh? Explain in detail. Answer: The Gilgamesh epic occupies a special place not only in Sumerian literature, but also in world history. It was written by Uruk ruler Gilgamesh, who ruled there about 2700 BCE. It was written on 12 tablets. This epic is about the achievements of Gilgamesh. Gilgamesh was a famous ruler of Uruk. He was a great ruler and laid the foundation of a vast empire. To secure the Uruk against any threat of the foreign ruler he constructed a well around it with a view to end his tyrannical rule. People prayed to deity, Anu. As a result of this, God Anu ordered the goddess Arur to create such a God who could surpass Gilgamesh. The goddess created Enkidu who fought with Gilgamesh. He was impressed by his bravery and became a fast friend.

“They both performed several commendable works and decided to kill a demon of Elam known as Humbaba. After a terrible war, Gilgamesh finally killed Humbaba. Impressed by the bravery of Gilgamesh, Ishtar fell in love with her.

Gilgamesh’s friend Enkidu fell in love with a beautiful dancing girl. This enraged the deities. So they decided to end the life of Enkidu. Soon after he fell ill and died. The death of Enkidu deeply hurt Gilgamesh. He began to think one day that he will also die. Thus he began his search to attain immortality, but no one could ever become immortal. At the time of creation of a human being God gave him (the man) death and kept life with them. Despite this he did his best to become immortal.

Finally, he thought about Utnapishtim. Being impressed by his efforts Utnapishtim revealed the secret of immortality through the pant lying at the button of an ocean (sea). Gilgamesh accepted this challenge and jumped into the sea to bring the said plant. On his return he was very tired and fell asleep. Meanwhile a snake came here and took away that plant. When he woke up he saw the desired plant was missing. Finally, he understood the fact that the man can never become immortal. He came back to his native city. After many years he became emotional on seeing his city. He realised the fact that hi. sons will continue to enjoy the vast empire built by him after his death.

Question 6. State the points of similarities and differences between Indus valley and Mesopotamia a n civilization. Answer: Similarities:

• Both are river valley civilizations. Indus valley civilization flourished along the bank of river Indus, while Mesopotamian civilization flourished along the banks of Tigris and Euphrates.
• Both are known for their excellent town planning.

Question 7. What do you know about the palace at Mari of King Zimrilim? Answer: The Great Palace of Mari was the residence of royal family. This palace was the hub of administration and a centre of production of beautiful ornaments. It was a famous palace of his time. Many minor kings from north Syria came to see it, carrying with him a letter of introduction from royal friends of the king of Mari. The king met all of them and shared food with them. The palace had only an entrance from the north and had a large courtyard such as 131 were beautifully paved. The king also met foreign delegates in 132 rooms, which were decorated with wall paintings and illustrations. This sprawling structure was spread over an area of 2.4 hectares having 260 rooms.

Question 8. Why were there often clashes between the animal herders and farmers of Mari? Answer: There were a number of factors responsible for their conflicts. Some of them are given below:

• The shepherds of Mari used to take their herds through the standing crops on their way when going out in search of water. It caused immense damage to the crops of the farmer.
• The shepherds (animal herders) used to invade the inhabitants of the villages by farming communities and indulged into lost and plunder.
• Sometimes the farmers used to their (animal herder’s) way, which hampered their access to sources of water. It also led to clashes between them.
• Some groups of the herders used to serve as agricultural laborers or helpers in assisting in harvest. With the passage of time their income increased and they became prosperous. Then they began to live a settled life, which was not acceptable to farmers. It also led to the emergence of struggle or clashes between them.

Class 11 History Chapter 2 Passage Based Questions Read the following passages and answer the questions that follow:

In India, early stone seals were stamped. In Mesopotamia until the end of the first millennium BCE, cylindrical stone seals, pierced down the center, were fitted with a stick and rolled over wet clay so that a continuous picture was created. They were carved by very skilled craftsmen, and sometimes carry writing; the name of the owner, his god, his official position, etc. A seal could be rolled on clay covering the string knot of a cloth package or the mouth of a pot, keeping the contents safe. When rolled on a letter written on a clay tablet, it became a mark of authenticity. So the seal was the mark of a city dweller’s role in public life.

Questions: (i) Which type of material was used to make seals? (ii) What were the various types of seals? (iii) Who carved these seals? Write a few features of these seals (Mesopotamian seals). Answers: (i) Seals were made of stones. It is evident from the fact that until the end of the first millennium BCE, cylindrical stone seals were prevalent in society.

(ii) There were two types of seals. These were:

• Stamp seals
• Cylindrical seals

(iii) These seals were carved by skilled craftsmen.

• Artistically the carving of the seals was of excellent quality.
• Engraving on these seals depict the scene of every day life.
• The inscribed sign describes the authenticity of the seal.

Today, Mesopotamian excavators have much higher standards of accuracy and care in recording than in the old days, so that few dig huge areas the way Ur was excavated. Moreover, few archaeologists have the funds to employ large teams of excavators. Thus, the mode of obtaining data has changed.

Take the small town at Abu Salabikh, about 10 hectares in area in 2500 BCE with a population less than 10,000. The outlines of walls were at first traced by scraping surfaces. This involves scraping off the top few millimetres of the mound with the sharp and wide end of a shovel or other tool. While the soil underneath was still slightly moist, the archaeologist could make out different colours, textures and lines of brick walls or pits or other features.

A few houses that were discovered were excavated. The archaeologists also sieved through tons of earth to recover plant and animal remains, and in the process identified many species of plants and animals and found large quantities of charred fish bones that had been swept out on to the streets. Plant seeds and fibres remained after dung cakes had been burned as fuel and thus kitchens were identified.

Living rooms were those with fewer traces. Because they found the teeth of very young pigs on the streets, archaeologists concluded that pigs must have roamed freely here as in any other Mesopotamian town. In fact, one house burial contained some pig bones—the dead person must have been given some pork for his nourishment in the afterlife! The archaeologists also made microscopic studies of room floors to decide which rooms in a house were roofed (with poplar logs, palm leaves, straw, etc.) and which were open to the sky.

Questions: (i) Explain in brief the procedure adopted to discover Abu Salabikh? Why had Mesopotamian excavators much higher standards of accuracy? (ii) What do you know about Abu Salabikh? (iii) What does the presence of pig bones along with burial indicate? Answers: (i) The procedure involves the scraping off the top few millimeters of the mound with the sharp and wide and of a shovel or other tools. The digging work was carefully carried out with high standards for accuracy. A few archaeologists employed large team of excavators to carry out excavation work. The mode of data collecting was totally different.

(ii) Abu Salabikh was a famous Mesopotamian town. It was spread over an area of 10 hectares in 2500 BCE with a population of less than ten thousand.

(iii) The presence of pig bones along with burial indicates that the dead person must have been given some pork for his nourishment.

An Early Library: In the iron age, the Assyrians of the north created an empire, at its height between 720 and 610 BCE, that stretched as far west as Egypt. The state economy was now a predatory one, extracting labor and tribute in the form of food, animals, metal and craft items from a vast subject population.

The great Assyrian kings, who had been immigrants, acknowledged the southern region, Babylonia, as the center of high culture and the last of them, Ashurbanipal (668-627 BCE), collected a library at his capital, Nineveh in the north. He made great efforts to gather tablets on history, epics, omen literature, astrology, hymns and poems. He sent his scribes south to find old tablets. Because scribes in the south were trained to read and write in schools where they all had to copy tablets by the dozen, there were towns in Babylonia where huge collections of tablets were created and acquired fame. And although Sumerian ceased to be spoken after about 1800 BCE, it continued to be taught in schools, through vocabulary texts, sign lists, bilingual (Sumerian and Akkadian) tablets, etc. So even in 650 BCE, cuneiform tablets written as far back as 2000 BCE were intelligible – and Ashurbanipal’s men knew where to look for early tablets or their copies.

Copies were made of important texts such as the Epic of Gilgamesh, the copier stating his name and writing the date. Some tablets ended with a reference to Ashurbanipal. I, Ashurbanipal, king of the universe, king of Assyria, on whom the gods bestowed vast intelligence, who could acquire the recondite details of scholarly erudition, I wrote down on tablets the wisdom of the gods … And I checked and collated the tablets. I placed them for the future in the library of the temple of my god, Nabu, at Nineveh, for my life and the well-being of my soul, and to sustain the foundations of my royal throne.

More important, there was cataloguing: a basket of tablets would have a clay label that read: ‘n number of tablets about exorcism, written by X’. Ashurbanipal’s library had a total of some 1,000 texts, amounting to about 30,000 tablets, grouped according to subject.

Questions: (i) Which type of state economy was prevalent at that time? (ii) Who established a huge library at Nineveh? (iii) (a) Name the place acknowledged as the center of high culture by Assyrian. (b) Who helped Ashurbanipal to collect huge tablets of different literary texts and how? (iv) How many texts were in Ashurbanipal’s library? (v) Describe the achievements of Ashurbanipal.

Answers: (i) At that time state economy was predatory. It was focused on extracting labour in the form of food, animals, metals and craft items, etc. from a large section of population.

(ii) The great Assurian king Assurbanipal established a huge library at Nineveh.

• Skilled scribes of the south helped him to collect huge tablets of different literary texts. These scribes were trained to read and write in schools where huge collection of tablets were created and acquired fame.

(iv) There were one thousand texts in his library.

(v) Assurbanipal was the famous ruler of Nineveh, who played an important role in its development. He constructed several buildings and temples and also got repaired old buildings and monuments. He took keen interest in the development of literature and established a massive library in the temple of Nabu at Nineveh. The main subjects were history, epics, astrology, philosophy, science and poetry. He himself wrote many texts and got back the lost glory and prestige of Nineveh.

And, an Early Archaeologist!: A man of the southern marshes, Nabopolassar, released Babylonia from Assyrian domination in 625 BCE. His successors increased their territory and organized building projects at Babylon. From that time, even after the Achaemenids of Iran conquered Babylon in 539 BCE and until 331 BCE when Alexander conquered Babylon, Babylon was the premier city of the world, more than 850 hectares, with a triple wall, great palaces and temples, a ziggurat or stepped tower, and a processional way to the ritual centre. Its trading houses had widespread dealings and its mathematicians and astronomers made some new discoveries.

Nabonidus was the last ruler of independent Babylon. He writes that the God of Ur came to him in a dream and ordered him to appoint a priestess to take charge of the cult in that ancient town in the deep south. He writes: ‘Because for a very long-time the office of High Priestess had been forgotten, her characteristic features nowhere indicated, I bethought myself day after day.

Then, he says, he found the stele of a very early king whom we today date to about 1150 BCE and saw on that stele the carved image of the Priestess. He observed the clothing and the jewelry that was depicted. This is how he was able to dress his daughter for her consecration as Priestess.

On another occasion, Nabonidus’s men brought to him a broken statue inscribed with the name of Sargon, king of Akkad. (We know today that the latter ruled around 2370 BCE.) Nabonidus, and indeed many intellectuals, had heard of this great king of remote times. Nabonidus felt he had to repair the statue. ‘Because of my reverence for the gods and respect for kingship,’ he writes, ‘I summoned skilled craftsmen, and replaced the head.’

Questions: (i) Name the last independent ruler of Babylon. (ii) Who released Babylonia from Assyrian domination and when? (iii) Who came into the dream of Nabonidus and what did he say to him? How did he consecrate his daughter?

Answers: (i) The last independent ruler of Babylon was Nabonidus.

(ii) Nabopolassar released Babylonia from Assyrian domination in 625 BCE.

(iii) The God of‘Ur’ came into the dream of Nabonidus. He ordered him to appoint a priestess to take charge of the cult in the ancient town in the deep south. Nabonidus describes in his words, “Because for a very long time the office of High priestess had forgotten her characteristic features”. He further stated that he found the stele of a very early king and observed on that stele the carved image of the priestess. He also observed the clothing and the jewellery that was depicted. This is how he was able to dress his daughter for her consecration as priestess.

The Warka Head: This woman’s head was sculpted in white marble at Uruk before 3000 BCE. The eyes and eyebrows would probably have taken lapis lazuli (blue) and shell (white) and bitumen (black) inlays, respectively. There is a groove along the top of the head, perhaps for an ornament. This is a world-famous piece of sculpture, admired for the delicate modelling of the woman’s mouth, chin and cheeks. And it was modeled in a hard stone that would have been imported from a distance.

Questions: (i) Where was the woman’s head sculpture discovered? What was it called? How old was this? (ii) What were its unique characteristics? (iii) Why is it a world famous sculpture? Which qualities of this sculpture made him so famous?

Answers: (i) The woman’s head was sculpted in white marble at Uruk. It was called the Warka Head. It was 3000 BCE old.

(ii) The Warka Head had some unique characteristics. These were:

• The eyes and eyebrows had taken lapis lazuli (blue) and shell (white) and bitumen (black) inlays.
• There is a groove along the top of the head, perhaps for an ornament.

(iii) The Warka Head sculpture is world famous because it was admired for its delicate modelling of woman’s mouth, chin and cheeks.

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CBSE Sample Papers for Class 11 History Set 2 with Solutions 2023-24

CBSE (Central Board of Secondary Education) Sample Papers for Class 11 History are typically designed to help students prepare for their upcoming examinations. These sample papers are created by experts and are meant to simulate the format and difficulty level of the actual Class 11 History exam.

The sample papers cover various topics and chapters from the Class 11 History curriculum, allowing students to practice and assess their knowledge. They often include multiple-choice questions, short-answer questions, long-answer questions, and source-based questions to provide a comprehensive review of the subject matter.

CBSE Sample Papers for Class 11 History Set 2 with Solutions

Time : 3 hours maximum marks: 70, section-a objective type questions, 1. which was the first known language of mesopotamia [1].

(A) German (B) Japanese (C) Urdu (D) Sumerian

Option (D) is correct.

2. The Greeks are represented by which of the following words? [1]

(A) Hellenes (B) Ahoms (C) Marines (D) None of the above

Option (A) is correct.

3. Which of these is a source for the reconstruction of history of the Mesopotamians? [1]

(A) Mathematical texts (B) Archaeological remains (C) Water resources (D) None of these

Option (B) is correct.

4. What constituted the heart of Roman Empire? [1]

(A) Sahara Desert (B) The Mediterranean Sea (C) Rhine River (D) Agriculture

5. Assertion (A): Scandinavian merchants were sailing south from the North Sea to exchange furs and hunting- hawks for cloth; English traders came to sell tin.

Reason (R): The ‘guild hall’ was a feature of every town; it was a building for ceremonial functions, and where the heads of all the guilds met formally. (A) Both (A) and (R) are true and (R) is the correct explanation of (A). (B) Both (A) and (R) are true but (R) is not the correct explanation of (A). (C) (A) is correct but (R) is incorrect (D) (A) is incorrect but (R) is correct

(B) Both (A) and (R) are true but (R) is not the correct explanation of (A).

6. How have the sedentary societies characterised nomads? [1]

(A) Pastorals (B) Herdsmen (C) Primitive Barbarians (D) Mongols

Option (C) is correct.

7. Fill in the blank.

Mongols imported ………………….. from China. [1] (A) Horses (B) Gold (C) Diamonds (D) Nickel

8. Who was responsible for the introduction of feudalism in England? [1]

(A) The French King William (B) The Russian King William (C) King Louis XVI (D) Pope

9. The Warka Head was recovered from which of the following places? [1]

(A) Uruk (B) Damascus (C) Constantinople (D) Ashar

10. The Church was granted the power to take one-tenth of the peasants total produce over the course of a year, known as: [1]

(A) Taille (B) Toll (C) Tithe (D) Franks

11. Who was Petrarch? [1]

(A) A great poet and historian of France (B) A great poet and historian of Italy (C) A great poet and historian of Australia (D) A philanthropist of France.

12. I was a famous painter of Italy who painted the below-given painting. My city was known by my name and work. Identify me. [1]

(A) Michelangelo (B) Giotto De Bondone (C) Leonardo Da Vinci (D) Picasso

13. About which of the following subjects is Ptolemy’s Almagest: [1]

(A) Geometry (B) Astrology (C) Science (D) Geography

Option (B) is correct

14. What do you understand by “The Great Australian Silence”? [1]

(A) Electrifying lecture given by the anthropologist W.E.H. Stanner in 1968 (B) A mourning ceremony (C) Battle between Australia and France (D) Both (B) and (C)

15. Choose the correct option.

Cherokees were an American ………………….. . [1] (A) Elite (B) Tribe (C) Native (D) Settlers

16.Workers who provided cheap labour in Australia were – [1]

(A) Chinese immigrants (B) African slaves (C) Australian aborigine (D) Indian labourers

17. Indicate which of the following options is not correct: [1]

(A) China is a small continental country that has the same climate throughout the year. (B) Chinese food reflects its regional diversity with at least four distinct types. (C) Japan lacks a tradition of animal rearing. (D) In eastern China, both rice and wheat are eaten.

18. What is the correct chronology? [1]

(i) The Chinese Communist Party founded (ii) First Opium War (iii) Meiji Restoration (iv) Long March (A) (ii), (iii), (i) & (iv) (B) (i), (ii), (iii) & (iv) (C) (iii), (ii), (i) & (iv) (D) (iv), (i), (iii) & (ii)

19. Guomindang’s political philosophy was based on …………………… ideas. [1]

(A) Sun Yat Sen (B) Mao Zedong (C) Zhou Enlai (D) Toju

20. Who used the term ‘Expel Asia’? [1]

(A) Fukuzawa Zukichi (B) Fukuzawa Yukichi (C) Fukuva Yukichi (D) Fukuzawa Lukichi

21. What form of government was established by the Meiji Constitution? [1]

(A) Absolute Monarchy with a Parliament (B) Communalism (C) Parliamentary form of government (D) Dictatorship

Section-B Short answer Type Questions

22. briefly mention the salient features of town planning of the city of ur. [3].

Salient Features of Ur’s Town Planning: Division: Ur was tripartite, comprising: Sacred area:  Housing the grand ziggurat and dedicated temples, forming the religious center. Walled city:  Densely populated residential area protected by mudbrick walls, featuring narrow streets and clustered houses. Outer town:  Spread beyond the walls, encompassing agricultural and industrial activities. Water Management: A sophisticated network of canals and drains ensured: Flood control:  Protecting the city from inundation. Irrigation:  Supporting agriculture and sustaining the population. Domestic use:  Supplying water for daily needs. Advanced Infrastructure: Mudbrick construction:  A common and durable material for walls and houses. Planned streets:  Facilitating efficient movement within the city. Fortifications:  Walls and towers safeguarding the city’s perimeter. Thriving Economy: Fertile land:  Supporting agriculture and trade essential for the city’s prosperity. Developed trade networks:  Connecting Ur to other Mesopotamian cities and beyond. Specialized craft and industries:  Contributing to the city’s economic diversity.

What do you know about the temple construction in southern Mesopotamia? [3]

Temple construction in southern Mesopotamia was a significant aspect of their civilization, serving as: Religious centers: Dedicated to specific deities, they housed statues, altars, and other ritualistic objects. Public ceremonies and offerings were held there to appease the gods and seek blessings. Economic hubs: Temples often controlled vast lands and resources, employing people for agriculture, trade, and construction. They functioned as economic centers, storing and distributing goods. Administrative centers: High priests held significant power, often advising rulers and influencing societal norms. Temples sometimes housed administrative records and functioned as centers of learning. Architectural marvels: Temples showcased advanced architectural techniques, often featuring: Ziggurats:  Stepped pyramid structures symbolizing the link between heaven and earth, serving as temples and astronomical observatories. Mudbrick:  The primary building material, often decorated with glazed bricks and sculptures. Complex layouts:  Multiple courtyards, chambers, and sanctuaries served specific functions within the temple complex.

23.Describe the life of the Christian monks in a monastery during the medieval period in Europe. [3]

The life of a Christian monk in a medieval European monastery was one of devotion, discipline, and community. While specific practices varied amongst different orders and regions, here’s a general picture: Daily Routine: Strict schedule:  Days revolved around prayer, manual labor, and study. Early rise:  Monks awoke before dawn for prayers and meditation. Church services:  Regular masses and communal prayers formed the core of their spiritual life. Manual labor:  Time was dedicated to maintaining the monastery, farming, or crafting goods. Study:  Some engaged in scholarly pursuits, copying and translating texts, or writing their own. Meals:  Simple and communal, often vegetarian with periods of fasting. Silence:  Maintained at specific times or throughout the day depending on the order. Sleep:  Limited hours at night in shared dormitories. Vows and Monastic Life: C vows:  Monks took vows of poverty, chastity, and obedience, renouncing worldly possessions and desires. Simple living:  Possessions were minimal, and clothing was plain and practical. Asceticism:  Some orders practiced additional austerities like self-flagellation or limited sleep. Hierarchy:  Abbots led the monastery, followed by priors and other officials. Community:  Monks relied on each other for support and spiritual growth. Contributions and Challenges: Preservation of knowledge:  Monks copied and preserved ancient texts, contributing to learning and literacy. Medical care:  Some monasteries offered medical services to the surrounding communities. Missionary work:  Certain orders sent monks to convert and spread Christianity. Challenges:  Monastic life could be isolating, monotonous, and physically demanding. Internal disputes:  Power struggles and doctrinal disagreements sometimes arose within orders.

24. Describe the contributions made by the Arabs in the fields of science and philosophy. [3]

Contributions of Arabs in Science and Philosophy: The Golden Age of Islam (roughly 8th-13th centuries) witnessed remarkable advancements in science and philosophy due in no small part to the intellectual contributions of Arab scholars. Here are some key areas where they made significant impacts: Science: Mathematics:  Introduced the Hindu-Arabic numeral system (including the concept of zero), revolutionizing numeracy and mathematical calculations. Astronomy:  Developed sophisticated astronomical instruments (astrolabes) and made crucial observations, contributing to the understanding of the solar system and celestial bodies. Medicine:  Compiled and expanded upon existing medical knowledge, leading to advancements in surgery, anatomy, and pharmacy. Notably, Ibn Sina’s “Canon of Medicine” remained a medical textbook for centuries. Chemistry:  Pioneered experiments and laid the foundation for modern chemistry through figures like Jabir ibn Hayyan, known as the “father of chemistry.” Physics:  Contributed to optics, mechanics, and motion analysis, influencing later European scientists like Galileo Galilei. Philosophy: Blended Greek, Indian, and Persian philosophies:  Created a unique intellectual synthesis, fostering dialogue and critical thinking. Emphasized rationalism and empiricism:  Advocated for logic and observation as tools for understanding the world, paving the way for scientific progress. Key figures:  Ibn Rushd (Averroes), Ibn Sina (Avicenna), and Al-Farabi made significant contributions to logic, metaphysics, and ethics, influencing both Islamic and Western philosophical thought. Preserved and translated ancient texts:  Played a crucial role in preserving and transmitting the works of Aristotle, Plato, and other classical philosophers, later rediscovered and studied in Europe during the Renaissance.

25. Describe the early encounters of the natives with the Europeans in the 17th century. [3]

The 17th century witnessed numerous encounters between European explorers, colonists, and traders with diverse indigenous cultures across the globe. These encounters were complex and varied greatly depending on specific contexts, often marked by a mix of: Positive Interactions: Trade and Exchange:  Indigenous peoples sometimes engaged in mutually beneficial trade, exchanging resources, goods, and knowledge. In some cases, Europeans relied on native expertise for survival and navigation. Cultural Exchange:  Curiosity and interactions led to cultural exchanges, sharing customs, languages, and beliefs. In rare cases, cooperative relationships and even alliances formed. Missionary Work:  While often accompanied by coercion, some missionaries genuinely aimed to spread Christianity and improve native lives, learning languages and promoting literacy. Negative Interactions: Disease and Warfare:  Europeans unknowingly brought devastating diseases that decimated native populations, while armed conflicts arose over land, resources, and cultural clashes. Exploitation and Enslavement:  Europeans often exploited native labor and resources, resorting to brutal practices like forced labor, slavery, and massacres. Cultural Imposition:  Efforts to convert natives often disregarded their existing spiritual beliefs and cultural practices, leading to cultural erosion and resistance.

26. Why did American empires of Spain and Portugal did not expand after 17th century? [3]

Several factors contributed to the decline of Spanish and Portuguese colonial expansion after the 17th century: Economic factors: Drain of resources:  Both empires prioritized sending precious metals like gold and silver back to Europe, neglecting investment in infrastructure and diversification of their economies. This made them vulnerable to external economic shocks and limited internal development. Competition from other European powers:  England, France, and the Netherlands emerged as strong maritime rivals, challenging their dominance in trade routes and establishing their own colonies. Inefficient administration:  Corruption, bureaucratic inefficiencies, and lack of economic reforms hampered internal growth and hindered their ability to compete effectively. Internal political issues: Dynastic struggles and political instability:  Frequent changes in ruling dynasties and internal power struggles weakened their political stability and undermined long-term planning. Loss of national identity and purpose:  After initial conquests, the empires lacked a clear vision for governing diverse populations and integrating them into a cohesive national identity. Social and cultural factors: Rigid social hierarchies:  Rigid class structures limited social mobility and stifled innovation, hindering economic and social development. Religious intolerance:  The dominant Catholic Church suppressed other religions and discouraged independent thinking, limiting intellectual progress and adaptability. Neglect of education and science:  Focusing on religious indoctrination and neglecting scientific advancements left them behind in technology and military capabilities compared to their rivals.

27. Explain the emperor system which prevailed in Japan. [3]

The emperor system in Japan, historically known as the Tenno system, has held a unique and complex position throughout the country’s history. Here’s an explanation: Origins and Historical Evolution: Mythological Roots:  The emperor’s lineage is traced back to the sun goddess Amaterasu, establishing a divine origin and legitimacy. Early Periods:  Emperors held both religious and political authority, but real power often resided with aristocratic clans and military rulers like Shoguns. Meiji Restoration (1868):  This pivotal event restored the emperor to a central position as a symbolic head of state, consolidating power under a centralized government. Constitutional Monarchy (1889):  The Meiji Constitution formalized the emperor’s position as a sacred and inviolable sovereign, wielding ultimate authority over the military and state affairs. World War II and Post-War Reforms:  While the emperor remained nominally above politics, the defeat in the war led to revisions in the constitution, stripping him of his divinity and reducing his role to a symbolic and ceremonial one. Key Features of the System: Symbolic Figure:  The emperor represents the unity and tradition of the Japanese nation, serving as a national symbol rather than an active political leader. State Shinto:  Though officially separate from religion, the emperor traditionally performed rituals associated with State Shinto, blurring the lines between religion and state. Limited Political Power:  The emperor’s powers are strictly defined by the constitution, mainly limited to approving laws and performing ceremonial duties.

Discuss the political system under Tokugawa Shogun. [3]

The Tokugawa Shogunate, led by the Tokugawa clan, ruled Japan from 1603 to 1868. It established a unique political system known as the Bakufu , characterized by: Feudalism with Centralized Control: Shogun as Military Leader:  The  Shogun , based in Edo (present-day Tokyo), held ultimate military power and authority over  Daimyo , provincial lords who ruled over hereditary domains (han). Daimyo Autonomy with Restrictions:  Daimyo had significant autonomy within their domains, collecting taxes and administering their own affairs. However, the Shogunate enforced strict regulations like the  Sankin Kottai  system, requiring Daimyo to spend alternate years in Edo and their domains, limiting their ability to rebel. Samurai Class:  Samurai served as the warrior class, ensuring internal security and supporting the Shogunate. They received stipends from Daimyo and were bound by a strict code of conduct (Bushido). Social Hierarchy and Control: Strict Class System:  Society was divided into rigid classes: Samurai, Farmers, Artisans, and Merchants. Social mobility was almost impossible, ensuring stability and control. Control of Information and Trade:  The Shogunate controlled information flow and restricted foreign trade, limiting external influences and promoting internal stability. Confucianism as Ideology:  Confucian values of social harmony, loyalty, and obedience were emphasized, reinforcing the existing social order. Key Features and Impact: Stability and Prosperity:  The system brought over 250 years of relative peace and economic prosperity, fostering cultural development and artistic flourishing. Isolationism (Sakoku):  The Shogunate pursued a policy of isolation, restricting foreign contact and trade, protecting its power but hindering technological and cultural exchange. Internal Tensions:  Growing economic disparities, merchant class influence, and resentment towards the rigid system eventually led to internal pressures for reform and ultimately, the overthrow of the Shogunate in the Meiji Restoration.

Section C Long Answer Type Questions.

28. throw some light on the slavery prevalent in the roman empire. [8].

While the Roman Empire boasted remarkable achievements in architecture, law, and engineering, its societal fabric was deeply woven with the inhumane practice of slavery. Here’s a glimpse into this complex and troubling aspect of Roman history: Prevalence and Sources: Widespread:  Estimates suggest up to 40% of Italy’s population and 20% across the empire were enslaved at its peak. Diverse Origins:  Slaves came from conquered populations, debt bondage, piracy, and internal slave markets. Types of Slaves:  Urban slaves often served in domestic roles, skilled trades, or administration. Rural slaves toiled in mines, agriculture, and other harsh labor. Life Under the Yoke: No Legal Rights:  Slaves were considered property, denied basic rights, and subject to their owner’s absolute control. Brutal Treatment:  Physical punishment, branding, and even execution were common, often exceeding legal limits. Few Paths to Freedom:  Manumission (granting freedom) was possible but rare, usually requiring exceptional service or owner’s benevolence. Economic Contributions: Essential in Various Sectors:  Slaves played a crucial role in agriculture, mining, domestic work, construction, and entertainment. Fueling the Economy:  Their labor generated significant wealth for the empire, enriching elite citizens. Social Hierarchy:  Ownership of slaves was a mark of wealth and status, perpetuating the system. Ethical Debates and Resistance: Stoic Philosophers:  While some like Seneca questioned the ethics of slavery, their voices were rarely heard outside philosophical circles. Slave Rebellions:  Spartacus’ rebellion (73-71 BCE) posed a major challenge, highlighting the brutality and injustice of the system. Limited Reforms:  Some emperors introduced mild reforms, but the institution remained fundamentally unchanged. Legacy and Reflections: Enduring Impact:  Slavery shaped Roman society, influencing legal systems, social norms, and economic structures. Lessons for Today:  Understanding this dark chapter serves as a reminder to fight against all forms of exploitation and advocate for human rights.

How the third-century crisis was different than the first and second centuries a period of peace? [8]

The Roman Empire underwent a dramatic shift from the relatively peaceful and prosperous eras of the 1st and 2nd centuries CE (known as the Pax Romana) to the tumultuous 3rd century CE, marked by the Crisis of the Third Century. Here’s a breakdown of the key differences:

Political stability: Pax Romana:  Stable leadership characterized by strong emperors like Augustus and Trajan, with relatively peaceful transitions of power. Crisis of the Third Century:  Frequent assassinations, political instability, and short-lived emperors struggling to maintain control. An estimated 26 emperors ruled in just 50 years. Military threats: Pax Romana:  Expansion and consolidation of the empire’s borders, with fewer major military challenges. Crisis of the Third Century:  Barbarian invasions from various groups like Franks, Goths, and Persians challenged the empire’s borders on multiple fronts simultaneously. Economic prosperity: Pax Romana:  Stable trade networks, flourishing cities, and economic growth thanks to efficient administration and taxation. Crisis of the Third Century:  Economic crisis with inflation, debasement of currency, and decline in trade due to disruptions caused by instability and warfare. Social cohesion: Pax Romana:  Relative cultural integration and assimilation of conquered peoples, contributing to a sense of unity and stability. Crisis of the Third Century:  Social unrest and discontent due to economic hardship, political turmoil, and increasing pressure from “outsiders.” Administrative structure: Pax Romana:  Efficient bureaucracy established by Augustus, providing centralized control and stability. Crisis of the Third Century:  Breakdown of the administrative system due to political instability and lack of resources, leading to decentralization and inefficiency. Impact on the empire: Pax Romana:  A period of cultural flourishing, artistic development, and infrastructure projects, solidifying the empire’s power and prestige. Crisis of the Third Century:  Nearly brought about the collapse of the empire, significantly weakening its power and influence, setting the stage for transformations in the later Roman Empire. Additional notes: The Crisis of the Third Century wasn’t a sudden event but rather a culmination of various long-term problems that were exacerbated by specific triggers like plagues and economic pressures. The empire eventually survived the crisis under emperors like Aurelian and Diocletian, but it emerged forever changed, both politically and structurally. By understanding these key differences, you can gain a deeper appreciation for the dramatic shift the Roman Empire experienced from peace to turmoil in the 3rd century CE and its lasting impact on history.

29. Describe the social and political background of the Mongols. [8]

The rise of the Mongol Empire, known for its rapid expansion and vast territory, was deeply rooted in the unique social and political background of the steppe nomadic communities they originated from. Here’s a glimpse into this fascinating world: Nomadic Lifestyle: Pastoralism:  Mongols subsisted on herding animals like horses, sheep, and cattle, constantly moving across the vast Eurasian steppes to find fresh pastures and water. Clan-based society:  Kinship and clan affiliation were fundamental, with each clan led by a chieftain chosen for skill and leadership. Strong warrior culture:  Self-reliance, horsemanship, and military prowess were highly valued, with constant training and competitions fostering a formidable fighting force. Political Organization: Tribal confederations:  Clans could unite under temporary alliances led by a powerful Khan, often based on merit and strength. Kurultai:  Major decisions were made through councils (Kurultai) involving clan leaders, where debates and negotiations ensured collective input. Flexibility and adaptability:  Leadership structures were not rigid, adapting to changing circumstances and individual capabilities. Social Hierarchy: Patriarchal society:  Men held leadership positions, but women played crucial roles in household management and contributed to the mobile lifestyle. Shared responsibility:  Tasks were distributed based on skills and needs, fostering an interdependent community spirit. Limited social mobility:  While merit could elevate individuals, class distinctions generally remained stable. Religious Beliefs: Tengrism:  Animistic and shamanistic beliefs held the sky god Tengri in high regard, emphasizing harmony with nature and respect for ancestors. Openness to other religions:  Mongols readily adopted religious elements from conquered populations, including Buddhism, Christianity, and Islam. Factors Contributing to Rise: Military Prowess:  Superb horsemanship, archery skills, and innovative tactics combined with disciplined organization made them formidable opponents. Leadership and Unity:  Charismatic leaders like Genghis Khan united previously fragmented tribes, leveraging their nomadic adaptability for rapid conquests. Technological Advancements:  Adoption of stirrups and composite bows, along with efficient communication systems, enhanced their military capabilities. Impact on History: Mongol Empire:  The largest contiguous land empire in history, connecting East and West, facilitating trade and cultural exchange. Cultural Diffusion:  Spread of ideas, technologies, and artistic styles across vast regions, leaving a lasting impact on civilizations they encountered. Shifting Geopolitical Landscape:  Reshaped the world map, paving the way for new kingdoms and empires in Eurasia.

Mongolia has projected Genghis Khan as an iconic figure for forging national identity, along with carrying the nation into the future. Justify this statement with suitable arguments. [8]

Whether or not Genghis Khan is a suitable figure for forging national identity and leading Mongolia into the future is a complex and multifaceted issue with various arguments on both sides. Here’s a balanced perspective: Arguments for: Unifying Symbol:  Genghis Khan’s undeniable role in uniting scattered Mongol tribes and establishing the largest contiguous land empire in history serves as a potent symbol of Mongolian strength and unity, fostering national pride and identity. Historical Legacy:  His achievements in military strategy, leadership, and organizational skills are celebrated as part of Mongolia’s rich historical heritage, offering valuable lessons for the present and future. Economic Growth:  By promoting tourism and cultural exchange centered around Genghis Khan’s legacy, Mongolia can potentially attract investments and contribute to economic development. Global Recognition:  Linking national identity to such a globally recognizable figure can raise Mongolia’s international profile and foster cultural understanding. Arguments against: Controversial Figure:  Genghis Khan’s conquests were accompanied by brutality and destruction, causing immense suffering and sparking debates about his suitability as a national hero. Oversimplification:  Focusing solely on Genghis Khan risks overlooking the diverse cultural and historical tapestry of Mongolia, potentially excluding and marginalizing certain groups. Future-Oriented Approach:  Emphasizing past achievements might overshadow contemporary challenges and aspirations, limiting the nation’s focus on building a future beyond its historical legacy. Ethical Concerns:  Glorifying a ruler associated with violence and conquest might raise ethical concerns and contradict Mongolia’s commitment to peace and international cooperation. Balancing the Perspectives: A nuanced approach recognizing Genghis Khan’s historical significance alongside his controversial aspects is crucial. Public education and open discussions can foster critical engagement with history and promote tolerance and understanding. Mongolia can leverage its rich cultural heritage while embracing diverse narratives and focusing on building a peaceful and prosperous future for all its citizens. Ultimately, the decision of how to view and utilize Genghis Khan’s legacy rests with the Mongolian people. It’s an ongoing conversation that requires careful consideration of historical context, diverse perspectives, and national aspirations.

30.Describe the two roads to modernisation as adopted by Japan and China. [8]

The paths to modernization chosen by Japan and China in the late 19th and early 20th centuries were indeed quite distinct, shaped by diverse historical, cultural, and political factors. Let’s explore these “two roads”: Japan: The Meiji Restoration and Westernization: Triggered by Western encroachment:  Facing pressure from Western powers like the US and Britain, Japan underwent a radical transformation through the Meiji Restoration in 1868. Centralized leadership:  The new emperor consolidated power, implementing rapid Westernization efforts in military, industry, education, and infrastructure. Selective adoption:  Instead of blindly imitating the West, Japan carefully selected and adapted Western technologies and practices to suit its own cultural and social context. Preserving tradition:  While adopting Western advancements, Japan emphasized preserving its unique cultural identity and national values. Rapid success:  This blend of Westernization and tradition propelled Japan to become a major Asian power and later, a global industrial and military force. China: Internal conflicts and hesitant reforms: Internal division:  Unlike Japan’s unified leadership, China faced internal power struggles between the Qing Dynasty and various rebellions, hindering modernization efforts. Gradual reforms:  Reforms like the Self-Strengthening Movement adopted Western technology for military modernization but resisted deeper social and political changes. Internal resistance:  Traditionalists and vested interests often opposed reforms, slowing down modernization and hampering national unity. Foreign intervention:  Widespread weakness allowed for foreign powers to carve out spheres of influence, further undermining China’s sovereignty and unity. Limited success:  Modernization efforts failed to address deep-rooted structural problems, paving the way for revolutions and continued instability in the 20th century. Key Differences: Pace and focus:  Japan pursued rapid modernization with a centralized focus, while China’s attempts were gradual and piecemeal due to internal struggles. Depth of Westernization:  Japan embraced deeper cultural and social changes alongside technology, while China primarily focused on military modernization. Role of tradition:  Japan emphasized preserving its tradition while adopting Western elements, whereas China struggled to reconcile old and new approaches.

Do you agree that Mao Zedong and the Communist party of China were successful in liberating China and laying the basis of its current success? [8]

Whether Mao Zedong and the Communist Party of China (CPC) were successful in liberating China and laying the groundwork for its current success is a complex issue with no easy answer. It requires examining both the positive and negative aspects of their rule while recognizing the multifaceted nature of “success.” Arguments for: Ending foreign domination:  The CPC, led by Mao, overthrew the Nationalist government and expelled foreign powers, ending a century of humiliation and restoring national sovereignty. Land reform:  Early land reforms redistributed land from wealthy landlords to peasants, improving the lives of millions and reducing rural poverty. Unification and stability:  After decades of war and division, the CPC established a unified and stable government, providing a foundation for further development. Early economic growth:  China experienced rapid economic growth in the 1950s, laying the groundwork for future industrialization and modernization. Increased literacy and healthcare:  Literacy rates and access to healthcare improved significantly under Mao’s rule. Arguments against: Great Leap Forward (1958-1962):  Mao’s radical economic policies led to widespread famine and millions of deaths, marking a devastating setback for the nation. Cultural Revolution (1966-1976):  This decade-long political purge caused widespread social and economic disruption, persecution, and violence, leaving deep scars on Chinese society. Limited individual freedoms:  Under Mao’s rule, individual freedoms were severely restricted, with harsh suppression of dissent and control over information. Personality cult and lack of succession planning:  Mao’s cult of personality and lack of clear succession planning created instability and contributed to later political struggles. Unequal development:  Economic growth under Mao primarily benefited urban areas, widening the gap between rural and urban populations. Additional Considerations: Defining “liberation” and “success” is subjective and depends on individual perspectives and priorities. The long-term impact of Mao’s rule is still debated, with some arguing it laid the groundwork for China’s economic rise, while others emphasize its lasting negative consequences. China’s current success is a result of complex factors, including reforms and policies implemented after Mao’s death, making it difficult to attribute it solely to his legacy. Conclusion: Mao Zedong and the CPC played a significant role in shaping modern China, but their legacy is mixed. While they achieved some successes in unifying the country and improving the lives of some citizens, their rule also brought devastating tragedies and human rights abuses. Ultimately, evaluating their success requires acknowledging both sides of the equation and recognizing the intricate historical context that shaped China’s trajectory.

Section-D Source-based Questions

31. read the below passage and answer the following questions..

In India, early stone seals were stamped. In Mesopotamia until the end of the first millennium BCE, cylindrical stone seals, pierced down the center, were fitted with a stick and rolled over wet clay so that a continuous picture was created. They were carved by very skilled craftsmen, and sometimes carry writing: the name of the owner, his god, his official position, etc. A seal could be rolled on clay covering the string knot of a cloth package or the mouth of a pot, keeping the contents safe. When rolled on a letter written on a clay tablet, it became a mark of authenticity. So the seal was the mark of a city dweller’s role in public life. (a) Who carved the seals during Mesopotamian civilisation? [1] (b) What do you see on each of the seals? [1] (c) What does the inscribed sign describe? [2]

(a) Skilled craftsmen carved the seals in the Mesopotamian civilisation. (b) The seal depicts a continuous picture which was probably rolled on clay. (c) The inscribed sign carries the name of the owner, his God, his official position, etc. The seal was the mark of a city dweller’s role in public life.

32. Read the passage carefully and answer the questions that follow:

From the ninth century, there were frequent localised wars in Europe. The amateur peasant soldiers were not sufficient, and good cavalry was needed. This led to the growing importance of a new section of people-the knights. They were linked to the lords, just as the latter were linked to the king. The lord gave the knight a piece of land (called ‘fief’) and promised to protect it. The fief could be inherited. It extended to anything between 1,000 and 2,000 acres or more, including a house for the knight and his family, a church and other establishments to house his dependants, besides a watermill and a wine press. As in the feudal manor, the land of the fief was cultivated by peasants. In exchange, the knight paid his lord a regular fee and promised to fight for him in war. To keep up their skills, knights spent time each day fencing and practising tactics with dummies.

A knight might serve more than one lord, but his foremost loyalty was to his own lord. In France, from the twelfth century, minstrels travelled from manor to manor, singing songs which told stories-partly historical, partly invented about brave kings and knights. In an age when not too many people could read and manuscripts were few, these traveling bards were very popular. Many manors had a narrow balcony above the large hail where the people of the manor gathered for meals. This was the minstrels’ gallery, from where singers entertained nobles while they feasted. (a) Who has written these lines? [1] (b) To whom is the Knight referring? [1] (c) Who were the Knights? What were their duties? [2]

(a) These lines were written by a 13th-century French poet (Doon de Mayence), recounting the adventures of the knights. (b) The knight is referring to his lord. (c) Knights were professional mounted warriors.

33. Read the passage carefully and answer the questions that follow:

Following the research of David Ayalon, recent work on the yasa, the code of law that Genghis Khan was supposed to have promulgated at the quilt of 1206, has elaborated on the complex ways in which the memory of the Great Khan was fashioned by his successors. In its earliest formulation, the term was written as yasaq which meant ‘law’, ‘decree’ or ‘order’. Indeed, the few details that we possess about the yasaq concern administrative regulations: the organisation of the hunt, the army, and the postal system. By the middle of the thirteenth century, however, the Mongols had started using the related term yasa in a more general sense to mean the ‘legal code of Genghis Khan’ (a) What was yasa? [1] (b) What are some of the subjects concerning the yasaq? [1] (c) Which term was started to be used as the “Legal Code of Genghis Khan” by the middle of thirteenth century? What term was used for representing Genghis Khan? [2]

(a) Yasa was initially written as ‘yasaq’, which meant law, decree or order. Over time, the term evolved to also represent the ‘Legal Code of Genghis Khan’. (b) Some of the subjects concerning the yasaq included administrative regulations related to the organization of the hunt, the army, and the postal system. (c) The term ‘Yasa’ was started to be used as the “Legal Code of Genghis Khan” by the middle of the thirteenth century. Genghis Khan was represented by the term ‘Great Khan’.

Section-E Map-based Questions

34. on a given map of italy mark five major cities of italy which has experienced the golden era of the renaissance. [5], please login to comment..., similar reads.

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CBSE Chapterwise MCQs for History Class 11 NCERT from the Revised Syllabus (2023 - 2024)

Cbse class 11 history chapter wise mcqs: get here the class 11th history mcqs for all chapters to revise the fundamental concepts. all the mcqs (with answers) are available in pdf format. these questions are best for the annual exam preparations..

NCERT (National Council of Educational Research and Training) textbooks are known for their comprehensive and informative content, providing students with a strong foundation in various subjects. One such subject is History, which introduces students to the fundamental concepts of ancient, medieval and modern history, its functions, and the role of individuals and institutions within it. To help students assess their understanding of the subject, chapterwise Multiple Choice Questions (MCQs) are provided here.

In this article, we have compiled a list of chapterwise MCQs for Class 11 NCERT Themes in World History. These MCQs are designed to test students' conceptual understanding and help them prepare effectively for their examinations. Each link provided below will direct you to a specific chapter, where you can find a set of MCQs related to that chapter. The PDF of these chapterwise MCQs is also available to be downloaded. Let's explore these valuable resources!

MCQs for Chapter 1: Writing and City Life

MCQs for Chapter 2: An Empire Across Three Continents

MCQs for Chapter 3: Nomadic Empires

MCQs for Chapter 4: The Three Orders

MCQs for Chapter 5: Changing Cultural Traditions

MCQs for Chapter 6: Displacing Indigenous People

MCQs for Chapter 7: Changing Cultural Traditions

The chapterwise MCQs provided in this article offer an excellent opportunity for Class 11 students studying History to test their knowledge and assess their understanding of the subject. These MCQs are aligned with the NCERT syllabus, making them an effective tool for exam preparation. By practicing these MCQs, students can improve their conceptual clarity and excel in their examinations.

Also Read - CBSE Chapterwise MCQs for Economics Class 9 NCERT from the Revised Syllabus (2023 - 2024)

However, it is important to note that MCQs should be used as a supplementary resource to enhance learning and reinforce concepts. It is equally important for students to engage with the complete content of their textbooks and seek guidance from their teachers whenever required. Best of luck with your studies!

Also Read - CBSE Chapterwise MCQs for Class 9 NCERT Democratic Politics from the Revised Syllabus (2023 - 2024)

Stay tuned for the subsequent chapters and embark on an enlightening journey of geographical exploration!

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Also Read - Comprehensive MCQs of NCERT Class 9 History, Political Science, Geography, and Economics: Chapterwise and Subjectwise Revised Syllabus Download PDF 2023 - 2024

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Changing Cultural Traditions Class 11 Important Extra Questions History Chapter 7

February 6, 2021 by Prasanna

Here we are providing Class 11 History Important Extra Questions and Answers Chapter 7 Changing Cultural Traditions. Class 11 History Important Questions with Answers are the best resource for students which helps in class 11 board exams.

Class 11 History Chapter 7 Important Extra Questions Changing Cultural Traditions

Changing cultural traditions important extra questions very short answer type.

Question 1. Mention the period in which settlement of more and more towns took place. Answer: It was the period starting from the fourteenth century and resting at the end of the seventeenth century.

Question 2. Tell the forms of material on European History? Answer: The material on the history of Europe since the fourteenth century is found in the form of documents, printed books, paintings, sculptures, buildings, and textiles.

Question 3. Who has first given the term “Renaissance” to the cultural changes in Europe during the fourteenth to the seventeenth century? Answer: It was a scholar of nineteenth-century Jacob Burckhardt, Professor, the University of Basle in Switzerland.

Question 4. What was the approach of the German historian, Leopold Von Ranke on an approach of a historian should be? Answer: The historian should first collect documents from Government Depts. and give priority to writing about states and politics.

Question 5. What was the view of Jacob Burckhardt? Answer: He understood politics is not the limit of history writing. It is as much concerned with culture as with politics viz. these must hang in balance.

Question 6. Mention the name of the book composed by Jacob? Answer: It was “The Civilization of the Renaissance In Italy”.

Question 7. What other names can you suggest to the renaissance there? Answer: It may be a change in the concept of humanity because the culture was then understood as humanity consisting of subjects like grammar, rhetoric, poetry, history, and moral philosophy. The term humanist was considered as the master for teaching these subjects.

Question 8. What will you say the virgin rise of a renaissance in Italy? Answer: It is ascribed to its location where ports were en route to Western Europe (Spain, England, etc.), Central, East, and South Asia as also South Africa. The incessant movement of people from varied traditions and cultures thus naturally educated the Italians. Islam’s drive to create a common civilization, Eastern Europe being ruled by the Byzantine empire, reshaping a feudal bond in Western Europe all were added to trade ties and Italy took the maximum benefit of this situation by increasing the number of towns there.

Question 9. Write some characteristics of Venice and Genoa cities? Answer:

• These were independent city States.
• Venice was a republic.
• These cities were different from other parts of Europe.
• These were governed by assistance from wealthy merchants and bankers.
• The idea of citizenship sprouted on a surface in these cities.

Question 10. When was humanism adopted in the curriculum of universities in Italy? Answer: It was during the fourteenth century when humanism as a college subject was accepted in the curriculum.

Question 11. In what context, the law became a subject of study? Answer: Initially, its scope was confined to courts and notaries (a combination of solicitor and record keeper) but shifted later-on to read in the context of earlier Roman Culture.

Question 12. Who had labeled culture as humanism? Answer: It was by nineteenth-century historians.

Question 13. What Giovanni Pico Della Mirandola had written on the significance of debate? Answer: In this book-“On The Dignity Of Man, Mirandola had mentioned that for the attainment of the knowledge of the truth, it is a debate that energizes the mind for stronger and more vigorous.

Question 14. Mention the period of the middle ages/medieval period in the history of Europe? Answer: It was considered a period of millennium i.e. thousand years from the fifth century to the fourteenth century. This period of thousand years had been further divided into the Dark Ages, The Early Middle Ages, and the Late Middle Ages respectively. The dark age had set in after the collapse of the Roman Empire i.e. a period of 500 years. The Early Middle Ages is the period of 200 years and it is that of 300 years when we talk about the Late Middle Ages.

Question 15. Do you accede to the majority view of scholars that naming Dark Ages to the period of 500 years is not good? Answer: Yes, because this way we neglect the inner stimuli which took so long period to its manifestation. Such classification or taxonomy merely on the basis of perception cannot be said well in my opinion. Instead, this period can be stated as Gestation Age.

Question 16. Do you think the church could rule in the garb of the feudal system i.e. vassalage only because clergy i.e. the first order had perused the books written in Greek and Roman languages? Answer: Yes, it was true. The books composed during the Greek and – Roman Empire had several tips on the organization of the society and ruling multi-linguistic masses in all accommodated vast empires. The clergy could extract a new formula of ruling through vassalage from the said literature on politics.

Question 17. What do you understand by classical architecture? Answer: During this period in question, Roman history was read and remains were dug up by archeologists. It inspired a new style of architecture viz a revival of the Imperial Roman Style. It was called classical architecture.

Question 18. Why is Michelangallo Buonarroti famous ? Answer: It is because of his being alone expert equally in painting, sculpture, and designer. He painted the ceiling in the Sistine Chapel for the Pope, the sculpture known as the Pieta in which Mary had been shown holding the body of Jesus and he had also designed the Duomo of Florence City.

Question 19. When were the classical texts printed in Italy? Answer: It was by 1500 CE, the texts in Latin had been printed in Italy.

Question 20. What had the students in universities to do prior to printing started? Answer: They had to read a few handwritten copies or text in the manuscript. These were insufficient to make available every student a copy of that text.

Question 21. Why according to Machiavelli all men are bad and ever ready to display their vicious nature? Answer: Such was because human desires are insatiable and he is motivated to every fair and unfair means to meet them. It is human, weakness and causes due to unbridled mind.

Question 22. What is human nature according to Niccolo Machiavelli? Answer: Human nature is a repository of positive and negative properties. The positive is praised while the negative is condemned „ by the society. The positive qualities are-Generosity, benediction, compassion, grasping while negatives are-misery, narrow¬mindedness, selfishness, hate, and cruelty.

Question 23. What had been opined by Leon Batista Alberti on, architecture? Answer: He had written that an architect in his view is that 5 professional who gets moved weights, beautifully fixed or assembled ‘ them and amassed bodies (structure) by the varied skilled and unskilled people and the same is used by mankind for shelter. His expertise in completing structure by units makes him immortal.

Question 24. What was the women’s status in business families? Answer: The women used to co-operate with their husbands in every bit of their businesses. In families of merchants and bankers, wives looked after the businesses when the male members were away at work.

Question 25. What are the thoughts of Balthasar Castiglione expressed in her The Courtier? Answer: She has defined the potentials of men and women and suggested women bear certain soft and delicate tenderness with an air of feminine sweetness in all their gestures and actions whatever they do.

Question 26. What virtues does Castiglione think equally necessary for both men and women? Answer: These are-to shun affectation, to be naturally graceful, to be well mannered, clever and prudent, to be neither proud, envious or evil tongued, nor vain-to perform well and gracefully, the sports suitable for women.

Question 27. Which factors or infrastructures linked Italian towns and courts with the world beyond? Answer: These were-

• Trade and Travel,
• Military Conquests and
• Diplomatic contacts.

Question 28. What changes in the approach of the Church were brought by the students of Universities in north Europe? Answer: They called on Christians to practice religion in the way laid down in the ancient texts of their religion and undue rituals should be discarded. They told these additions to ancient religion as dirty patches.

Question 29. What evil practices were brought to light by Thomas More prevailing as per him in Christian society? Answer: The Christian would commit an offense and then receive indulgence through clergy as propagated that surrender to clergy would make the man free from sins so committed.

Question 30. What good did the translated versions of the Bible in local languages do to society? Answer: It enables all people to understand that sins bring adversity in the life of man and indulgence through the blessing of the clergy can do nothing in protection from their evil consequences. They should, therefore, never commit any offense.

Question 31. What did humanist leaders tell the princes? Answer: They told that Donation of Constantine i.e. the document giving judicial and fiscal powers to Clergy was originally issued by the Roman emperor but later on forged by the Churchmen. Hence, they should and can withdraw that power from the Church.

Question 32. What were the keywords in the Protestant Reformation movement and who was its leader? Answer:

• A person has not required to priest in order to establish contact with God.
• It is faith that guides people to the right Life and entry into Heaven or Salvation. Its leader was a young German monk, Martin Luther.

Question 33. What was the approach to Salvation expressed by German reformers i.e. Anabaptists? Answer: They told that Salvation can be attained only when all kinds of social oppression is ended. They told the masses that God has created all people as equal and they are not expected to pay taxes and had the right to choose their priests.

Question 34. What did William Tyndale say in favor of Protestantism? Answer: He stated that the clergy, with a view to maintaining their authority above the King and even above God himself; had forged the process, order, and meaning of the ancient texts particularly because it was in Greek and Latin, not accessible to the common people. He, therefore, intended to translate Bible into the mother tongue in order to lead the mass with real light.

Question 35. Do you say Luther’s movement was a supporter of radicalism? Answer: No, his views were moderate. However, radicalism had merged with the Protestant movement and started claiming the right of people to remove an oppressive ruler and to choose someone of their own liking.

Question 36. What development did take place in England by virtue of the Protestant Movement? Answer:

• The rulers ended the connection with the Pope.
• The King was considered the head of the Church.

Question 37. What was the belief of Christians about the earth? Answer: They believed that the earth was a sinful place and the heavy r burden of sin made it immobile. It stands at the center of the Universe around which moved the celestial planets.

Question 38. What declaration about earth did Copernicus, a scientist make? Answer: Copernicus rebutted the elusive belief of Christian society about the earth and told that the earth including other heavenly bodies rotate around the Sun.

Question 39. Why did Copernicus leave his manuscript “De RevolutionibUs (The rotation) unpublished till his death? Answer: Copernicus was afraid of the possible reaction to his theory by orthodox or traditionalist Clergymen. This theory was just opposite to their traditional views that the earth is immovable because of the heavy burden of sin as it was defined as a sinful place.

Question 40. Who had made popular the theory of the earth as part of the Solar System? Answer: It was an astronomer Johannes Kepler who in his Cosmo graphical Mystery demonstrated that the planets move around the sun not in a circle but in ellipses.

Question 41. Who had established the knowledge as distinct from belief? Answer: It was Galileo of Italy who told that knowledge is based on observation and experiments viz. scientific process is required to know the things in their real forms. He further told that beliefs are based on hearsay, myth, concoction, and conjecture always untrue hence, bar the path of Knowledge with illusions.

Question 42. What percussions do you see when Galileo told the scientific process can only lead to knowledge about one and all things? Answer: Its percussions were seen in the form of the genesis of Physics, Chemistry, Zoology and Botony, etc. branches of natural sciences.

Question 43. Mention the names of institutions opened for the promotion of natural knowledge? Answer: These were-The Paris Academy (1670) and Royal Society, London (1662). These institutions held lectures and experiments for public viewing.

Question 44. Is it good to state Renaissance as a period of dynamism and artistic creativity while the Middle ages as a period of gloom and lack of development? Answer: No, we can not state likewise because it would mere perception and not a thorough study of the cause that took birth during the Middle ages. Italy is understood as the first place which gave birth to the renaissance where it can be traced back to the twelfth and thirteenth century when it was observing and analyzing the universal color of culture, people, occupations, etc. from its ports.

Question 45. Which things had to widen the horizon of European skill? Answer: These were-

• Classical consideration of Rome and Greece.
• Archeological discoveries,
• new techniques of navigation,
• the expansion of Islam and the Mongol conquests,
• opportunity to learn from India, Arabia, Iran, Central Asia, and China.

Question 46. What was the important change that took place during the renaissance? Answer: It was the separation of the private and public spheres of Life. As, per this change, the public sphere was meant by the area of Government and of formal religion while the private sphere was confined to the family and personal religion. Thus, a man was not simply a member of one of the three orders but he was also a person in his own right. It later- on brought the sense of equal political rights to all individuals.

Question 47. What impact of the renaissance was seen in Europe? Answer: Europe was divided or dissolved into states on a linguistic basis viz. A common language of a region declared itself as an independent state in Europe.

Changing Cultural Traditions Important Extra Questions Short Answer Type

Question 1. Mention the names of women intellectually creative during the period of the renaissance in Europe. Answer: The women like Cassandra Fedele and Marchesa Isabella state were educated in Latin and Greek. Fedele proved that women can also become a humanist scholar and requested every woman to: acquire humanist education. She said-Even though the study of letters promises and offers no reward for women and no dignity, every woman ought to seek and embrace these studies. Her writings bring into focus the> general regard for education in that, age.

Another Lady Isabella Este ruled the state whole her husband. was absent and the court of Mantua was framed for its intellectual brilliance.

Question 2. Discuss the underlying principle presumptions constituting independent city-states in Italy. Answer: The Government in those city-states was of democratic type as the Government of Venice city was a republic. Some others were court-cities ruled by princes. Underlying principles of constituting these city-states can be summed up as under:-

• It was an institution of Common Wealth. It was the supreme authority of the city-State through the Council.
• There was a Council constituted by members, all gentlemen of the city who had attained the age of 25 years.

Interpretation of the term Gentleman eligible to membership of the council- (a) He should be wealthy and qualified. (b) His Lineage must noble, not blamed, convicted, tried. (c) Poor people if from noble lineage, can also be selected as members of Council.

Question 3. Mention the major developments which took place between the period fourteenth and seventeenth centuries in the orderly timeline. Answer: (a) Literary/Institutional/Educational Developments

• Humanism as a subject of study incorporated into the curriculum of Padua University in Italy (1300).
• University established in Florence. (1349)
• Academy of Sciences set-up in Paris (1643).

(b) Published/Translated Works

• Bible was first printed by Johannes Gutenberg, who made the printing press (1454).
• Thomas More’s Utopia was published (1516).
• Martin Luther wrote the Ninety Five Theses (1517).
• Martin Luther translated the Bible into German (1522).
• Andreas Vesalius wrote on Anatomy (1543).
• Isaac Newton’s Principia Mathematica published (1687).
• Geoffrey Chaucer’s Canterbury Tales published (1390).

(c) Painting/Sculpture/architecture.

• Brunelleschi designs the Duomo in Florence (1436).
• Leonardo Da Vinci paints The Last Supper (1495).
• Michelangelo paints the Sistine Chapel Ceiling (1512).

(d) Exploration/Inventions

• Portuguese mathematicians calculate latitude by observing the sun (1484).
• Columbus reaches America (1492).
• Gerhardus Mercator prepares a cylindrical map of the earth (1569).
• Gregorian Calendar introduced by Pope Gregory XIII (1582).
• William Harvey links the heart with blood circulation (1628).
• Petrarch was given the title of poet Laureate in Rome (1341).

(e) Conquests/Wars

• Ottoman Turks defeat the Byzantine ruler of Constantinople (1453).
• Anglican Church established in England with the King as its head (1559).
• Peasants uprising in Germany (1525).

Question 4. Locate Venice on the map of Italy and look at G.Bellni’s paintings. How would you describe the city and in what ways was it different from a Catherdral town? Answer: Venice is in the vicinity of Padua where a university was set up in Italy. This city is on the coast side of the Adriatic sea. As we see in the painting made by G. Bellini under the title-“The Recovery Of The Relic Of The Holy Cross”, there were multi-story buildings duly ventilated as we observe a number of windows around them. There are chimney-like structures in every building. We see roads and lakes between the rows of these buildings. There were ponds, well decorated on which boats had been rowed. People used to gather around the ponds and enjoy rowing, squatting, and discussing their day-to-day businesses. Here we see no market place in the lanes or streets passing between the buildings.

Cathedral towns were settled on the ruins of the towns of the Roman Empire. These Cathedrals were built by Churches from the money contributed by rich merchants. Actually, large Churches belonging to Monasteries were called Cathedrals. The area around … these Cathedrals became popular because they had become the center of pilgrimage. Gradually, grand towns were settled around these – churches. There was a town square, a church, roads where merchants built shops and homes, an office or auditorium where the people. governing the town could meet and discuss the issues. There was high sense constructed around these towns with several gates for entrance and exit. There were parks, shady trees, playgrounds, and bridges to cross the ditch which was dug for defense around these towns.

Question 5. Describe the different scientific elements in the work of sixteenth-century Italian artists. Answer: Following facts we can mention herein, that confirm the different scientific elements in the works of Italian artists- 1. As a professor at Padua University, Andreas Vesalius had dissected the human body till then, the artists went to the laboratory of that university and studied skeleton there. They started working after study of the right structure of a man.

2. Fragments of art discovered from the ruins of the Roman empire became helpful to the Italian artists as perfectly proportioned men and women were sculpted in them. On the basis of this study, one of the sculptors Donatello made lifelike pictures in 1416.

3. Leonardo da Vinci, a botanist, Physiologist, the mathematician was also an artist. He has painted the Mona Lisa and The Last Supper.

His self-portrait given in this theme is vibrant and catchy. Hence, scientist’s involvement help in the development of artifacts.

4. Scientist taste in arts like sculptures naturally had to emerge life-like vibrancy in the artifacts like The Pieta by Michelangelo, Praying hands drawn by Durer, etc.

5. They understood respect in Geometric designs and they understood changing the quality of light. Their pictures acquire a three-dimensional quality.

Conclusion-Thus, we observe that anatomy, geometry, physics, and moreover, conscience to understand the beauty in its immortal form were the ingredients to Italian art.

Question 6. Compare the aspirations for women (Fedele) and by a man (Castiglione). Did they have only a weapon of a particular class in mind? Answer: Aspirations for Women (Fedele)

• She had advocated the need for the promotion of education among women.
• She criticized the definition of freedom as it was in the constitution of republic city-states. Eg. Venice because had favored the desires of men over those of women.
• She advocated humanist education and wished the women to acquire that education.
• She stated-“Even though theoretically, women are understood broader figure than that of men, practically, no regard is seen for women in European society. Hence, women should come up at the surface and by virtue of educating them in Humanist Education acquire their respected place in the society.”

Aspirations for Women by a man Castiglione

• Women are of different ways, manners, words, gestures, and bearing more than men. They, therefore, take over the portfolio of a certain soft and delicate tenderness, feminine sweetness in every gesture (while moving, staying) and in all activities they do.
• He condemns women’s mimicry or coping of men. He thinks her portfolio is different in anatomy and actions.
• He also considers that virtues like simplicity, generosity, etiquette, prudence and witty, politeness, tolerance, industrious, benevolent glue this common difference between the man and woman. These are; equally necessary in both males and females.

Thus, Balthasar Castiglione, the author of ‘The Courier’, condemns r rivalry between men and women owing to sex difference. He wants to refer that both are like wheels of life carriage and live with maintaining the proportionate difference between but it should not be made a cause for discrimination. Nature itself has bestowed one with delicacy and the other with a robust and sturdy body. This structure should be maintained with a matching soul and its manifestation.

Question 7. What were the issues on which the Protestants criticized? the Catholic Church? Answer: Catholic Church in criticism by Protestants

• According to William Tyndale, the clergymen had still not made available copies of the Bible in their mother tongue because they were t intended to keep them still in dark.
• This they had done so that they might sit in the conscience of the mass through vain superstition and false doctrine to satisfy their proud ambition to bag honor from them above the King and even above God.
• Martin Luther was the leader of the Protestant Reform movement. He said a person needn’t priests to establish contact with God. It is the faith of God that can guide the people to the right life and entry into heaven.
• The Church had held supreme power i.e. First Order while no specific portfolio it had in the ruling.
• Some radical opinion was that God has created all people as equal. Hence, they have the right to choose their priest and there is no need to pay taxes to the Catholic Church.
• As Head of the Catholic Church (i.e. Pope) had failed in performing its duty to the masses, the King should be made the head of Church in his place/state and not the Pope.
• Monasteries had been indulged in corrupt practices by the fourteenth century in Europe.

Question 8. Why would Copernicus have kept as a secret his life-long, the theory telling the true position of the earth? Answer: The emotion of fear is actually the first barrier that has crippled the progress of mankind in History. It is perhaps due to ignorance or evasive trend towards facts of life and death, both invariable. No doubt, Copernicus was a scientist and thinker of the renaissance period; his attachment to status, position in Christian society restricted him to get the real theory published in his lifetime. Had he shown adventure, the Christian world would have known the truth earlier and gas salary ended earlier than it had removed. This fear of individual life had thus, prevented Copernicus from a good deed for mankind. He wanted to live a life in comfort but the publication of his theory would have annoyed the First Order in Europe (i.e. clergy) resulting in the loss of them all.

He could assign his manuscript De Revolutionibus (The Rotation) to Joachim Rheticus, one of his followers. It says-“The planets including the earth, rotate around the sun.” The illusory statement of clergymen on the same fact was-“The earth is a sinful place and the heavy burden of sin made it immobile. It stands at the center of the universe around which moved the planets” viz. Earth was understood immovable and at the center of Encircumbulating all other heavenly bodies around it.

We see prima facie contradictions in both theories. It would have certainly robbed worldly comforts as also of the loss of life hence, Copernicus deliberately had caged the truth.

Question 9. How many aims could conclude the dynamism of earth to the extent this fact was accepted by society and we read about them in our science books? Answer: The first and foremost astronomer was Copernicus who gave an observation that planets including the earth rotate around the Sun.

The second brain was that of Johannes Kepler (author of Cosmographical Mystery) who said-“Planets move around the sun not in circles but in ellipses”.

The third brain was that of Galileo Galilei (author of The Motion) who stated-“Solar family constitutes several planets and sub-planets including earth revolving around the sun”.

Thus, the fact that of earth’s being rotatory planet i.e. Blue Star was confirmed by three brains at distinct periods of time hence, we now read this fact and understand it easily.

Question 10. What do you understand by the scientific revolution in Europe during the period of the renaissance? Answer: It was the phenomenon of understanding knowledge and’ belief in their true meaning. It gave the human mind power of logic and not an easy acceptance of things under common or orthodox assumptions. Actually, the author like Galileo remarked that Bible lights the road to heaven but does not say how heaven works. These scientists told that belief is orthodox, sophistication, indiscreet state of mind while knowledge is a product of observation and experiments thoroughly for a longer period. Hence, acquire knowledge through inquisitiveness of mind. In the minds of skeptics and no-believers, God began to be replaced by nature hence, natural sciences like physics, chemistry, and biology expanded rapidly.

Conclusion-On the basis of a human inquisitive mind equipped with logic, natural things were taken for deep observation and experiments thereby revival of knowledge; it was all true to say the renaissance was a period of the scientific revolution.

Question 11. Will you say the renaissance confined to Europe during the period from the fourteenth to the seventeenth century? Answer: No, we cannot describe it as a period of renaissance only confined to Europe because Asia and Africa almost in full were connected with Europe during the period in question. A number of sea and terrestrial routes were till then discovered and maritime trade was in its youth. It is true that Europe could attain cultural changes by the classical civilization of Rome and Greece but technologies and skills in Asia had moved ahead of what the Greeks and Romans had known. Thus, we can state that the Europeans have not learned just from the Greeks and Romans, but from India, Arabia, Iran, Central Asia, and China also. It is a universal fact that papyrus was first invented in China and then paper making technique had spread to European cities.

On the above basis, we would like to state that renaissance in; Europe is owed to renaissance much before sprouted but not described in pages of history due to Europe-centred view-point of historians in ‘ Asia and Africa. Apart from the expansion of maritime trade, the expansion of Islam and the Mongol conquests gave Europeans the opportunity to see ‘ and they learned the technologies discovered earlier in Asia.

Question 12. What do you understand by Private and Public spheres of Life? Explain. Answer: The private sphere of life is consisting of the family and personal religion while the public sphere meant the area of government and of formal religion. These two spheres became separate during the period between the fourteenth and seventeenth centuries. An individual was not simply a member of one of the three orders but he was also a person in his own right. He was not just a member of the guild but he was known for himself. It subsequently became a basis for the principle that all individuals had equal political rights.

Question 13. Do you agree with Albrecht Durer’s statement that Art is embedded in nature, he who can extract it, has it? Justify your answer with illustrations? Answer: Yes, Albrecht Durer is nil correct in stating art’s dwelling in nature. Nature in its physical sense, we observe; embeds in it, beautiful landscapes, landforms, vegetation with changing seasons, water bodies including ponds, fountains, springs, rivers, rivulets, and oceans of different size and shape, the flora and fauna, varied altitudes of mountains and hillocks, isle, island, etc. In its metaphysical sense, it embeds resipiscence, power of imagination, gregarious spirit, dedication and devotion, loyalty, dutifulness, etc. a number of virtues.

It depends, however, on the individual, how he can glorify his actions by positive views of his own nature with that of nature in its physical forms. In case, the artist applies his physical, mental and emotional, powers duly balanced and motivated by inner conscience, the imagination will excel and proposed art gets acclamation from the masses.

Question 14. Whether Jacob Burckhardt, Professor at the University of Basle in Switzerland is correct in saying that history is as much concerned with culture as with politics? Explain. Answer: Culture during the period of 14th to 17th century in Europe was considered as humanities as used by a Roman lawyer and essayist Cicero. It was derived from the Latin wood humanities. Grammar, law, rhetoric, poetry, history, and moral philosophy were the subjects of humanity. Discussion and debates were stated necessary to develop knowledge in these subjects. Here we see that all these subjects are made for society and rules for ideal living, these all contain in themselves. Politics itself tells the processes of social organization and leadership which is possible only when culture is studied and a smooth link between both is established.

In brief, we can conclude that History itself is both the story of culture and politics. Culture determines which type of governance is possible at the material time and the ruler skilled in culture can only lead the mass. History tells about the education, manners, standard of living, customs, and traditions all incorporated in culture. It simultaneously enables us to know about the government, organization of society during a specific period of time.

Question 15. Imagine that why would eligibility for membership to Council under the institution of the commonwealth has confirmed to gentlemen of the City, State in Italy? Answer: A cursory perusal of the commonwealth and government of Venice composed by Cardinal Gas Paro Contarini reveals that only gentlemen who had attained the age of 25 years, were made eligible to the Council and common people were denied membership. Here common people were understood as those ignobly born, poor, and the people very rude and anti-social. It means cruel, unsober, insolvent, misconduct, loose-character people were deemed as common people.

Their instincts and nature are always unchangeable and nothing else but only disruption in Council, they would have made. Hence, they were denied membership. I would like to describe this criterion of selection of members to Council, the major cause of renaissance which developed from the city-states of Italy. Modem democracy is owed to the city-states however, only seeming or virtual appearance has corrupted this system to the extent, here has emerged criminalization of politics in India. Thus, we see citizenship approach had sprouted in Italy. ^

Question 16. Write an essay on the Universities in Europe during 14th to 17th century. Answer: The genesis of the approach to open universities in Italy was the growth of trade and commerce there. Commerce being the chief activity in the city, demand for lawyers and notaries had been spurt up. They were required to write and interpret rules and written agreements. Later on, Francesco Petrarch had brought change because, by his efforts, the law was studied in the context of earlier Roman Culture. Thus, education program or curriculum in universities incorporated, the subjects of humanities till then, known as culture.

These subjects were grammar, rhetoric, poetry, history, and moral philosophy. The teachers teaching these subjects were addressed as a humanist. These subjects were not drawn from or connected with religion and emphasized skills developed by individuals through discussion and debate. Extracting the approach of Plato and Aristotle, a humanist of Florence Mirandola states that as bodily energy is strengthened by gymnastic exercise, so beyond doubt in this wrestling place of letters, as it were, the energy of mind becomes far stronger and more vigorous. Thus, he states debates as wrestling-place of letters and considers their necessity for making the mind far stronger and more vigorous.

Conclusion-Addition of humanities to the curriculum of University coincide study of law had made the city-states and court- cities in Italy, more progressive and prosperous. We see the well-planned cities of Venice and Florence. Dante Alighieri had written on religious themes and Giotto had painted lifelike portraits in Florence which gradually made that city intellectual and a center of artistic creativity. The term Renaissance often used to describe a person with many interests and skills like Leonardo Da Vinci and Michelangelo.

Question 17. ‘Models of painting as found in Italy are the most catchy’. Why? Answer: The artists in Italy were experts in more than one art. For instance, Leonardo Da Vinci was a botanist, physiologist, Mathematician, and painter, all in one. Similarly, Michelangelo Buonarroti was a Painter, Sculptor, and designer. Leonardo Da Vinci had painted Mona Lisa and the Last Supper. He had invented the flying machine also.

Buonarroti painted the ceiling in the Sistine Chapel, made a sculptor “The Pieta” (in which Mary is holding the body of Jesus) and he himself had designed the dome of St. Peter’s Church. One more person i.e. Filippo Brunelleschi was an architect and sculptor both. He had designed the Duomo of Florence. –

The reasons for being Italian art catchy are thus, all apparent. Firstly because it got the hands of scientists and mathematicians. Knowledge of Geometry helped them to understand the perspective and that by noticing the changing quality of light, their pictures acquired a three-dimensional quality. Secondly, they used oil as a medium for painting which gave the greatest richness of color to paintings than before. We can observe the influence of Chinese and Persian art on these paintings. It could possibly due to the Mongol invasion and expansion of their empire.

Question 18. Why is Italian architecture in sixteenth-century appear the most excellent and admiring? Answer: We can give the following reasons for that excellence in architecture-

• They (Architects) copied many features of Imperial Roman buildings which were till then carefully excavated by the archaeologists.
• Architects were skilled in science, mathematics, geometry, etc. subjects.
• Wealthy merchants and Pope had patronized the architects and incentives as also perks were provided with them.
• Architects were trained in classical Roman architecture and that of Chinese and Persian arts.
• Archaeologists excavated the ruins of palaces, attics of the Roman style, and architects studied them in-depth.
• As artists were known individually, by name hence, it inspired them more to exhibit their specialty in architecture.

Question 19. Do you ascribe the printed books as major aspects of bringing renaissance in Italy? Explain. Answer: Yes, the availability of promoted books increased the pace of the renaissance in Italy. 150 copies of the Bible were first printed in the workshop of Johannes Gutenberg, the German who set-up the first printing press. Prior to that, texts existed in a few handwritten copies which could be read-only by the noble and wealthy merchants.

With the installation of the printing press, a number of universities and school’s set-up and scope of the curriculum had been enhanced. There was no dearth of textbooks, the translated versions of ancient Roman and Greek literature on science, architecture, language, Mathematics, moral Philosophy, etc. As printed books became available, it was possible to buy them and students did not have to depend solely on lecture-notes. Thus, ideas, opinions, and information moved more widely and more rapidly than before. This developed the reading habits among people.

When the printing facility increased, the number of authors began to increase also. Authors on the concept of humanity like Francesco Barbara and Lorenzovalla. In his-On Pleasure, Valla criticized the Christian’s injunction against pleasure and stressed prudence, good manners in dress, and acquisition of education in good culture. There were developed women, writers, also. Venetian Cassandra Fedele, Marchesa of Mantua, and Isabella d’Este were pioneers among them. These writers emphasized women’s education and empowerment.

Conclusion–On the basis of the above points, the contribution of books to Italian society is all apparent and the renaissance was brought to Italy with the help of books on several subjects including humanism, grammar, rhetoric, poetry, history, law, moral philosophy, religion, politics, natural sciences, etc.

Question 20. What were the revolutionary ideas of Petrarch and what they did? Answer: According to Petrarch, antiquity was a distinctive civilization that could be best understood through the actual words of the ancient Greeks and Romans.

These revolutionary ideas inspired the archaeologists in the excavation of remains in Rome. It brought a new style of architecture. The classical books were translated into local languages and thus, public awareness was created. The clergymen were known to Roman and Greek Literature but they had not made these widely known to masses. So deciphered books brought real light to the masses and they protested the Church under the flag of the Protestant Reform movement led by Martin Luther. A humanist writer of Florence, Giovanni Pico Della Mirandola inspired the public to acquire knowledge through discuss and debates. A number of universities were established and subjects of humanities were added to their curriculum.

Question 21. Why did the humanists divide the middle ages dr the medieval period of a millennium in the Dark Ages, The Early middle ages, and the late middle ages? Answer: According to the humanists, the dark age had set-in after the collapse of the Roman empire in the fourth century. They enumerated a period of 500 years under the Dark Ages. This was the reason, the later historians assumed that the new age had begun in Europe from the fourteenth century. They argued that in the Middle Ages, the Church had pressed humans to forget all the learning of the Greeks and Romans. It had introduced the system of vassalage or Feudal System in order to enjoy first order in the society.

Question 22. ‘Multilingual translation of the works of Greek writers on one hand and that of Arabic and Persian on other European languages had helped in the transmission of science and technology:- Do you agree to this statement?’ Answer: Yes, we agree with the above statement because there were books on subjects like administration, mathematics, moral philosophy, grammar, and poetry but beyond the reach of common people. The Church was not willing to propagate its actual contents in order to maintain its supremacy. However, in the fourteenth century, they get translated by Arab people in the Arabic language which could be easily understood by the masses. Some Europeans, just after perusal of these books in the Arabic language, retranslated them in the local languages of Europe.

Muslim writers were Ibn Sina, Al-Razi, and Ibn Rushd. An Arab philosopher Ibn Rushd had tried to resolve the tension between philosophical knowledge and religious beliefs. His methods were adopted by Christian thinkers. Thus, the translation of books in several languages helped in the promotion of science and technologies not only in Italy but in all other parts of Europe also.

Question 23. Give a brief account of the new concept of human beings. Answer:

• It was against the control of religion over human life.,
• Acquisition of material wealth, power, and glory is a usual instinct of human beings and cannot be tantamounted to vice.
• The study of history leads a man to strive for a life of perfection hence, Christian injunction against pleasure is untenable.
• A person of culture should learn good manners including politeness and simplicity.
• Individuals irrespective of poor and weak are capable of shaping through other means.
• Self-interest is the most powerful motive hence, a cordial and congenial environment for the proliferation of self-interest should be provided to the people.

Question 24. Give a brief account of woman status in Europe during 14th to 17th century. Answer:

• Women were given no political rights.
• Families were dominated by husbands.
• Money obtained in dowry was invested in the family businesses but women had no say in how that business should run.
• If the father could not arrange to suffice dowry, his daughter would go to the convent to live the life of a nun.
• They were keepers of the households without any public role given to them.

Thus, on the above points, we can state that the patriarchal system was strictly followed in Europe in whom, women were treated as mere instruments in the hands of their husbands without any right in property and role in public life.

Question 25. Do you think all women in Europe during the period 14th to 17th century were equally neglected? If not, describe the social and family status of other women? Answer: We would like to state here that the position of women in families of merchants and bankers was somewhat different than those of common women in the society. In these families, women used to work as partners to the firm or business and made responsible to look after the businesses when the male members were away at work.

A few women in European society were intellectually more creative and sensitive about the importance of humanist education. One among these women, Cassandra Fedele wished to see all women duly educated in humanism. She had stated-“Even though the study of letters promises but offers no reward for women and no dignity”. That lady was proficient in Greek and Latin and was invited to give orations at the University of Padua in Italy.

She criticized the constitution of republics in which women’s freedom was hanged on the desires of men. Another woman was the Marchesa of Mantua, Isabella d’Este who ruled the state while her husband was absent and the small state of Mantua proliferated under her skilled administration. These women writers wished economic power, property, and education to women so that they could make their respected place in men dominated society of Europe.

Question 26. What were the percussions of a new culture of humanism all over the world from Italy? Discuss. Answer: The new culture of humanism spread all over the world because of trade and travel, military conquests and diplomatic contacts of each two countries as routes of them pass through Italian towns and courts. The different response it could bag from diversified institutions which we can mention as under:- (a) Churches-In north Europe, the members of the Church summoned Christians to practice religion in the way laid down in the ancient texts of their religion discarding undue rituals. They told them additions made to the simple religion.

The philosophers there declared that Almighty has allowed man to live with complete freedom in the pursuit of happiness. Humanists like Thomas More and Erasmus of England and Holland respectively assumed Church’s role as extortionist simple and common people. Clergy would say the devotee, fill my bag and attain to indulgences against whatever crime/offense you have committed. Such practice was not allowed in religion in its original and simple form.

(b) Rebels and movements-Taxes imposed by Church were protested by peasants. Church’s interference with state matters, restricted the princes. Emperor would issue the document pertaining to the donation of Constantine under his own discretion-was the demand of resented Christians.

Martin Luther, a monk-led the Protestant Reformation movement against the Catholic Church voicing no need for priests in divine matters and it is faith that guides the course of life and to salvation. Luther’s ideas were popularised by Ulrich Zwingli and Jean Calvin.

Radicals protested under the stimulus of Salvation, a state where oppression is ceased in full.

A scholar like William Tyndale in course of Bible translation, stated frankly that it was a trick of clergyman not to make available, the scriptures translated in local languages to the mass with malicious intention to keep them in dark and fill their head and heart with rules, laws, canons fabricated by Clerics for their advantage.

• Catholic Church allowed protestants to worship as they choose.
• The illiterate section of society was driven with the same whip.
• King or Queen became the head of the Church. Pope’s supremacy ended.
• Society of Jesus set-up in an attempt to face Protestants by Ignatius Loyola in Spain.

Changing Cultural Traditions Important Extra Questions Long Answer Type

Question 1. Why would have this theme named Changing Cultural Traditions? Find the reasons in context with several developments that took place during the 14th to 17th centuries in European society? Would you say it Renaissance or circumstantial regression and revival of cultural pursuit? Answer: We would like to state that Italy has been acted as the axil or nucleus to accumulate all traditions and political set-up all over the world, particularly Asia and Africa and the rest parts of Europe; in its vision and sprout with conclusive cream aspects of them all. Italy got this opportunity because of passing all maritime and terrestrial routes through it.

The major developments mutely observed by Italy i.e. the place of emergence of renaissance all over world were-vassalage in Western Europe, its unification and the Latin Church, Eastern Europe under the Byzantine Empire, and Islam’s missionary zeal to create a common civilization.

A model had formed in Italy with changes in cultural tradition and then transmitted to all over the world. Therefore, the title of the theme is consistent with the content.

Results Surfaced:- (A) Structure and Features of city-states in Italy-

• Independent city-states and city courts constituted in Italy.
• Some were republics while some others were court-cities like Mantua.
• Commonwealth was the government with Councils constituted by gentlemen, noble and ennobled who had attained 25 years ago.

Result-A foundation stone of democracy, however, appeared impliedly. (b) Humanism in University Curriculum-

• Universities set-up in Padua and Bologna.
• Law was the main subject in order to module lawyers and notaries to satisfy the increasing demand
• Humanities derived from the Latin term Humanitas and understood as a culture.
• Humanist has understood in the meaning a teacher who taught grammar, rhetoric, poetry, history, and moral philosophy.
• These subjects were added to the curriculum of Universities.
• Discussion and debates in order to gain expertise on these subjects made mandatory.
• Similarly, observation and experiment with the things in order to known reality about them were made essential or compulsory.

Changes/Results- 1. Debate and discussions on humanity and observation and experiments with issues/things/topics trained the authors like Giovanni. Pico Della Mirandola (On The Dignity of Man), Cardinal Gasparo Contarini (The Common Wealth and government of Venice), Dante Alighieri (religious themes), Artists like Giotto (child Jesus, Assisi), The Pieta sculpture by Michelangelo Buonarroti, Filippo Brunelleschi, etc. The humanists who grew in that period were-Giovanni Pico Della Mirandola, Francesco Petrarch, Venetian Cassandra Fedele, Isabella d’Este, Martin Luther, Thomas More, Erasmus, Ulrich Zwingli, and Jean Calvin.

2. There were people like Leonardo da Vinci, experts in astronomy, painting, architect, and sculpture simultaneously. On account of an inquisitive mind and congenial atmosphere of discussion and debates on subjects of humanities in Universities.

3. Printing Press was installed and it facilitated the study environment. Science academies, schools, and colleges increased in numbers.

4. Classical or Roman and ancient Greek literature on medicine, physiology, religion, theology, and law got translated in Arabic and Persian and then in local languages of Europe. It created public awareness of true religion. It resulted in sheer criticism of the Church, shifting of taxation power to King/Queen, monarchy in place of Churchs, supremacy took place.

5. Peasants movements and Protestant Reform Movement was launched.

6. Radical Protestants took the meaning of salvation, a state when all kinds of suppressions are ended.

7. Church agreed to allow protestants to worship of lord in their own manner.

8. The church accepted the subordination of the King.

9. Women humanists like Cassandra Fedele and Isabella d’Este advocated women’s rights equal to men and emphasized women’s education.

10. Quotations, musings by painters, books on humanities, and natural sciences all are ascribed for Changing Traditions.

11. Classical architecture came into existence owing to excavations by archeologists, the sites of the Roman empire, and towns of that period.

12. Technologies and science were contributed by India, Central Asian countries, China, North Europe, and African countries owing to the growth of trade, travel, and commerce as also Mongol conquests, etc.

13. Separate recognition of the public sphere and private spheres of human life. Individual identity got recognition besides constitutional (i.e. guild, profession, government, and any other organization) identities.

14. Europe dissolved into smaller states on a linguistic basis. A separate sense of identity was thus, understood on the basis of language.

Conclusion-Education is also an integral part of culture having infinite potentials. In the root of cultural changes, we observe systematic promotion of education through ancient Greek and Roman literature on science, administration, religion, architecture, sculpture, painting, etc. during the period in question in Europe? countries symbolized by Italy and her city-states with CommonWealth governance. In brief, it was a phenomenon of education in humanities and natural sciences.

Renaissance or Circumstantial regression and revival of Cultural pursuit-It was actually circumstantial regression and revival of cultural pursuit because vassalage or feudal system and its modified form (i.e. new monarchy) subsequently, have reached the climax and common people had shown annoyance to the system. Churches, monasteries, Cathedrals, Benedictine Churches; all were exporting wealth from the peasants and serfs. Their, interference in the stately affair became intolerable to the princes. Corruption was increased and common people were exploited brutally. The gross effect of that circumstance could be seen in the constitution of city-states in republic and people became curious to know religion in its real form. It stimulated translation of Bible in Local languages, humanities added to university and school curriculum and thus, all ingredients, to changing cultural traditions, were formed.

Where Harris stands on Israel, abortion, climate change, education and the economy

[Editor's note: An earlier version of this story misstated Harris' proposed 2019 climate plan investment levels. The correct estimate is nearly seven times more than Biden's current proposal.]

Vice President Kamala Harris has emerged as the Democratic party’s presidential frontrunner after Joe Biden dropped his reelection bid Sunday.

Most Democrats have backed Harris, who announced her 2024 campaign for president shortly after Biden penned a letter explaining his decision to exit the 2024 race. Depending on who you ask, Harris is viewed as a moderate or a progressive reformer.

A former prosecutor, Harris was elected San Francisco’s district attorney with a “tough on crime” message in 2003 and worked in that role for seven years. She became the state’s attorney general in 2011 and served until 2017, when she was elected to represent California in the U.S. Senate.

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More: Election 2024 live updates: Endorsements rush in for Harris; Trump attacks begin

Harris launched her own unsuccessful presidential campaign at a rally in her hometown of Oakland, California in 2019. She dropped her bid for the White House and joined President Joe Biden’s ticket in August the following year. In 2021, she was sworn in as vice president.

Decades in the public spotlight and on the public record, here is what we know about where Harris stands on key issues:

Foreign Policy

As Biden’s second-in-command, Harris has largely stood behind his foreign policy positions, but there are signs she could be tougher on Israel over the war in Gaza than the president.

Harris has not given reason to believe she will deviate much from Biden on issues relating to China , for example. She is also unlikely to sway from supporting Ukraine. Harris said earlier this year that Russia has committed “crimes against humanity” in Ukraine over the last two years.

Harris has not directly opposed Biden’s staunch support for Israel, but has expressed sympathy for the more than 38,000 Palestinian lives lost during the conflict. She was one of the first high-profile members of his administration to call for an immediate temporary cease-fire in March. She acknowledged the “immense scale of suffering” in Gaza and said the Israel-Hamas war is a “humanitarian catastrophe” for innocent civilians.

Harris’ support for women’s access to abortions has been a focal point of her tenure as the country’s first female vice president. She embarked on a nationwide Reproductive Freedoms Tour earlier this year to draw attention to attacks on abortion access following the Dobbs decision . She attended her first stop in Wisconsin on Jan. 22, the 51st anniversary of Roe v. Wade .

Harris proposed federal protections that would limit state abortion restrictions during her first presidential campaign. Under her proposal, states would need to clear laws regulating abortion with the Department of Justice, which would need to confirm they are constitutional before taking effect, she explained in 2019 .

“How dare these elected leaders believe they are in a better position to tell women what they need, to tell women what is in their best interest?” Harris asked during a visit to a Minnesota Planned Parenthood clinic in March. “We have to be a nation that trusts women.”

Harris has traveled on an Economic Opportunity Tour this summer to defend the Biden administration’s economic policy and attack former President Donald Trump’s economic agenda.

While on tour, she touted legislation passed during Biden’s time in office, including the American Rescue Plan and Inflation Reduction Act . Harris has tried to emphasize that wage increases have outpaced inflation since the pandemic and made the case that Trump has plans to give more tax cuts to the rich.

“Donald Trump gave tax cuts to billionaires,” she said in a June social media post . “President Joe Biden and I are investing in the middle class and making sure billionaires and big corporations pay their fair share.”

The vice president has made clear that climate change is a key issue a Harris administration would seek to address.

While running for president in 2019, she proposed a climate plan with a $10 trillion price tag — nearly seven times more than the $1.6 trillion Biden has invested in addressing the issue. She also called for a ban on fracking.

As a senator, she co-sponsored the Green New Deal , which called for a dramatic increase in the production of renewable fuels, including wind, solar, and hydropower sources. The 10-year mobilization plan pushed for a transition to energy systems less reliant on generating greenhouse gases, which are the primary contributors to climate change.

Harris has been an advocate inside the Biden administration pushing for the president to forgive student loan debt , which became a staple of his domestic policy agenda.

As a senator, she co-sponsored Vermont Sen. Bernie Sanders’ legislation to make two-year college free for all students and waive tuition for middle-class students attending four-year public universities.

At a Pride Month event last year, she criticized Florida’s 2022 “Don’t Say Gay” law banning educators from discussing sexual orientation and gender identity in elementary and middle school classrooms. Shortly after she announced her presidential campaign Sunday, the American Federation of Teachers endorsed Harris.

Rachel Barber is a 2024 election fellow at USA TODAY, focusing on politics and education. Follow her on X, formerly Twitter, at @rachelbarber_

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Case Study Questions for Class 11 History Chapter 3 An Empire Across Three Continents

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Case Study Questions for CBSE Class 11 History

Taking a close look at the CBSE Sample Papers and Marking Scheme, we have pointed out the important topics for CBSE case study questions in Class 11 History. This is crucial info for students because it gives them a heads-up on changes in the exam pattern. To understand this better, students can check out this article of Class 11 case study questions here. It’s like a guide to help them prepare smartly for the exams.

Here we are providing case study questions for CBSE Class 11 History. All chapters are covered. Students are suggested to go through each and every question to score better marks in the exam.

An Empire Across Three Continents Case Study

Case Study Questions

Question 1:

Read the following passage and answer the questions given below:

‘Soon afterwards the City Prefect, Lucius Pedanius Secundus, was murdered by one of his slaves. After the murder, ancient custom required that every slave residing under the same roof must be executed. But a crowd gathered, eager to save so many innocent lives; and rioting began. The senate-house was besieged. Inside, there was feeling against excessive severity, but the majority opposed any change (…) [The senators] favouring execution prevailed. However, great crowds ready with stones and torches prevented the order from being carried out. Nero rebuked the population by edict, and lined with troops the whole route along which those condemned were taken for execution.’

-Tacitus (55-117), historian of the early empire

(i) Who was murdered by his slave?

Ans. The Roman senator, Lucius Pedanius Secundus was murdered. (ii) What ancient custom was followed after the murder?

Ans. Ancient custom was that every slave residing under the same roof must be executed. (iii) Why did the riot begin?

Ans. There was feeling against excessive severity so crowd gathered, eager to save so many innocent lives; and rioting began.

CBSE Class 11 History Case Study Questions

Old chapter list.

• Chapter 1 From the Beginning of Time
• Chapter 2 Writing and City Life
• Chapter 3 An Empire Across Three Continents
• Chapter 4 The Central Islamic Lands
• Chapter 5 Nomadic Empires
• Chapter 6 The Three Orders
• Chapter 7 Changing Cultural Traditions
• Chapter 8 Confrontation of Cultures
• Chapter 9 The Industrial Revolution
• Chapter 10 Displacing Indigenous Peoples
• Chapter 11 Paths to Modernization

Latest Chapter List

• Writing and City Life
• An Empire Across Three Continents
• Nomadic Empires
• The Three Orders
• Changing Cultural Traditions
• Displacing Indigenous Peoples
• Paths to Modernisation

CBSE Class 11 History

Class 11 is the beginning of the higher secondary journey, especially for students in humanities/arts. In the history class, it’s not just about memorizing dates—it’s about learning how historians put together the story of the past.

In Class 11 History, students figure out how historians choose and gather different pieces of historical evidence. They also learn how to be smart about where they get their historical info from. It’s like being a historical detective!

The class isn’t just about old stories; it’s about understanding how historians do their job. They explore the challenges historians face when trying to tell the story of what happened in the past. Class 11 History also shows that history isn’t something fixed; it’s always changing as we learn more.

So, Class 11 History is more than just a subject. It’s like learning the secrets of how we know what happened before our time. It helps you not just for exams but to really get how history works.

Importance of Practicing Case Based and Passage Based Questions for Class 11 History

Practicing case study and passage-based questions in history for class 11 is crucial for several reasons. First and foremost, it helps you develop strong analytical and critical thinking skills. These types of questions require you to carefully examine and understand historical documents, passages, or cases, allowing you to hone your ability to analyze information in a structured manner.

Additionally, working on case studies and passage-based questions enhances your comprehension skills. History often involves complex narratives and diverse perspectives, and practicing with such questions helps you extract key information and grasp the nuances within historical texts.

Furthermore, these questions prepare you for exams and assessments. As they often appear in various forms in examinations, familiarizing yourself with them ensures that you can approach such questions with confidence during the actual test.

Lastly, engaging with case studies and passage-based questions makes history more engaging and relatable. It allows you to connect with historical events on a deeper level, understanding the context and implications of different situations.

Here’s a list summarizing the importance of practicing case study and passage-based questions for class 11 history:

• Develops Analytical Skills: Enhances your ability to analyze historical documents and cases critically.
• Improves Critical Thinking: Encourages thoughtful examination of historical events and their significance.
• Strengthens Comprehension Skills: Helps you extract key information and understand the nuances within historical texts.
• Prepares for Exams: Familiarizes you with the types of questions commonly found in history exams and assessments.
• Boosts Confidence: Practice ensures you approach case studies and passage-based questions with confidence during exams.
• Enhances Understanding: Deepens your understanding of historical events by exploring different perspectives and contexts.
• Makes History Engaging: Connects you with history on a more personal level, making it more engaging and relatable.

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