CBSE Class 11 History Question Paper Set 07 with Solutions

Answer: (a) i, ii and iii. Early seals were stamped, later cylinder seals were rolled on clay, and a seal identified its owner's place in city life.

Teacher's Note:
1. Seals were the signature of the ancient city dweller.
2. Remember the move from stamp seals to rolling cylinder seals.

Answer: (a) Both are true. Because towns became centres of art and learning, they supported Renaissance ideas, so R explains A.

Teacher's Note:
1. Always test whether the reason actually explains the assertion.
2. Link towns, trade and wealthy patrons to the spread of new ideas.

Answer: (a) Plato. Arab scholars translated Greek works and called Plato 'Aflatun' and Aristotle 'Aristu'.

Teacher's Note:
1. Arabic translations preserved Greek learning for Europe.
2. Do not confuse Aflatun (Plato) with Aristu (Aristotle).

Answer: (a) Gilgamesh. He ruled Uruk, and the epic of Gilgamesh tells of his grief for his friend Enkidu.

Teacher's Note:
1. Gilgamesh is the best known ruler from Mesopotamian tradition.
2. Link the name with the epic poem about his search for immortality.

Answer: Carthage, Alexandria and Antioch.

Teacher's Note:
1. These were large cities of the empire with busy trade.
2. Learn the three names together as a set.

Answer: (d) Constantine. He was the first emperor to convert to Christianity, and the religion grew in strength under him.

Teacher's Note:
1. Constantine linked the Church with imperial power.
2. Augustus and Nero were pagan emperors, Diocletian persecuted Christians.

Answer: Medicine (he taught anatomy and carried out dissections).

Teacher's Note:
1. Vesalius is known for studying the human body by dissection.
2. He showed that observation matters more than old authorities.

Answer: (c) Campania in Italy was famous for the best wines of the Roman world.

Teacher's Note:
1. Different regions of the empire were known for different products.
2. Match each product with its region, such as olive oil with Spain and Africa.

Answer: (b) Cherokees. They were driven westwards in the 1830s along what is called the Trail of Tears.

Teacher's Note:
1. Jackson signed the Indian Removal Act of 1830.
2. Remember the Cherokee journey as a major example of forced eviction.

Answer: Rich country, strong army. It was the Meiji government's aim to build the economy and the military.

Teacher's Note:
1. The Meiji leaders believed wealth and strength went together.
2. Write the meaning in simple words as the translation.

Answer: (a) Aramaic - Near East, Celtic - Spain, Coptic - Egypt, Punic - North Africa.

Teacher's Note:
1. The empire spoke many languages besides Latin and Greek.
2. Eliminate options using the one pair you know best, such as Coptic with Egypt.

Answer: (c) Nishijin, the silk weaving centre of Kyoto.

Teacher's Note:
1. Japan wished to avoid spending money on imported silk.
2. Nishijin is the name linked with fine silk textiles.

Answer: (d) 1958. Mao Zedong started it to speed up industry and agriculture through communes.

Teacher's Note:
1. It was followed by a severe famine in the early 1960s.
2. Do not mix it with the 1966 Cultural Revolution.

Answer: (b) Both statements are true, but the economic plans do not explain why Park won the 1963 election.

Teacher's Note:
1. The election result and the economic plans are separate facts.
2. Park's plans came into effect after he took power.

Answer: 1. Ur was an important Mesopotamian city, excavated by Leonard Woolley in the 1930s.
2. Houses were laid out in narrow winding streets, and about 20,000 people lived in the city, with a temple and a ziggurat at its centre.
3. Graves showed a rich culture, with royal tombs holding precious objects, and the city had a drainage system for waste water.
4. Ur shows the planned life of an early city and its trade.

Teacher's Note:
1. Mention the excavator and the time of the dig.
2. Give any three clear features rather than a long story.

Answer: Army:
1. The army was the largest organised body and the empire's biggest single expense, with soldiers serving for about 25 years.
2. It defended the frontiers and kept law and order, and it had great political power because emperors depended on it.
3. Soldiers could make or unmake emperors, and the army often decided who would rule.
OR Slavery:
1. Slaves were captured in wars, or were children of slave mothers, and were seen as property.
2. They provided cheap labour in farms, mines, households and workshops, and wealthy owners relied on them.
3. The economy and society depended on slave labour, so the practice lasted for centuries.

Teacher's Note:
1. Link the army to both defence and politics.
2. For the OR part, stress that the economy depended on cheap slave labour.

Answer: 1. After the fall of the Roman Empire, trade between Italy and the East (Byzantium and Islamic lands) revived, and ports such as Venice and Genoa grew rich.
2. The Crusades and the growth of trade increased demand for goods and brought wealth to merchants.
3. The cities became independent city states ruled by merchants and bankers, and their wealth supported art, learning and universities.

Teacher's Note:
1. Think of trade, wealth and city governments.
2. Give three separate reasons with one sentence of explanation each.

Answer: North America:
1. The natives lived there for thousands of years, with many tribes, languages and ways of life, as hunters, fishers and farmers.
2. European settlers arrived from the sixteenth century and took their land, and wars and diseases reduced their numbers.
3. The US government forced many tribes to move west to reservations in the nineteenth century, and their culture was badly damaged.
OR Australia:
1. Early settlement began as a convict colony at Sydney in 1788, and sheep rearing for wool became a major activity.
2. The discovery of gold in the 1850s attracted settlers and brought great wealth.
3. Land was cleared for farming and cattle, and the growth of towns and railways followed, at the cost of Aboriginal people.

Teacher's Note:
1. Cover the natives' life before and after European arrival.
2. Give dates and examples of events in each answer.

Answer: 1. Japan is an island country, an archipelago of four main islands, while China is a vast continental country with a huge landmass.
2. Japan is mostly mountainous with little flat land (about 13 percent is cultivable), is prone to earthquakes, and has few natural resources, while China has large plains, big rivers and rich resources.
3. China has long river systems such as the Yangtze and Yellow Rivers and varied climates, while Japan has short rivers and a mild, rainy climate.

Teacher's Note:
1. Compare the same feature for both countries in each point.
2. Mention size, land and resources, rivers and climate.

Answer: Humanism:
1. Humanism was a new cultural movement of the Renaissance that put the human being and the present life at the centre of attention.
2. It was based on the study of ancient Greek and Roman texts, and it valued reason, critical inquiry and individual worth over unquestioned church authority.
3. The word humanist came from humanitas, and humanist teachers taught grammar, rhetoric, poetry, history and moral philosophy.
Role of Padua and Bologna:
1. Bologna was an early university known for law, and Padua became a centre for medicine, anatomy and the study of ancient texts.
2. Students came from all over Europe, and ideas spread widely through them.
3. Humanist subjects were taught alongside law and medicine, and the courses prepared students for careers as lawyers, notaries and officials.
4. Padua scholars like Vesalius tested knowledge through observation and dissection, which promoted scientific thinking.
5. Merchants and rulers supported the universities, and humanist scholars trained there spread humanism to other cities.

Teacher's Note:
1. Define humanism first, then connect it to the two universities.
2. Give examples such as law at Bologna and medicine at Padua.

Answer: Gold Rush:
1. Gold was discovered at Sutter's Mill in 1848, and the news spread fast through newspapers, drawing thousands to California.
2. California had become part of the United States in 1848, and many hoped to get rich quickly.
3. Poor farmers and unemployed workers, as well as people from Europe, China and Latin America, joined the rush.
4. Impact: San Francisco and other towns grew quickly, and the population grew sharply.
5. Native Americans were driven from their land and many were killed.
6. Trade, banking and transport (railways, ships) expanded, and California became a state in 1850.
7. Miners and settlers damaged rivers and forests, and later Chinese migrants faced discrimination.
OR Australia:
1. Aboriginal people reached Australia about 40,000 to 60,000 years ago, probably by sea from Southeast Asia when sea levels were low.
2. They lived as hunter-gatherers in many groups with different languages, and had a deep bond with the land.
3. Torres Strait Islanders and others lived in the north, and trade between groups was common.
4. In 1770 Captain Cook claimed the east coast for Britain, and in 1788 the first convict settlement began at Sydney.
5. Settlers took over the land, and the Aboriginal population declined through violence and diseases.
6. Later free settlers, gold seekers and migrants arrived and built colonies.

Teacher's Note:
1. Divide the answer into causes and impact for the Gold Rush.
2. For Australia, give a timeline from first peoples to British settlement.

Answer: Sun Yat-sen:
1. Sun Yat-sen was the leader of the revolutionary movement against the Qing dynasty, and he founded the Tongmenghui (Revolutionary Alliance) in Japan in 1905.
2. His programme was the Three Principles: nationalism, democracy and people's livelihood.
3. The Wuchang uprising of October 1911 started the revolution, and the Qing dynasty fell.
4. In December 1911 he returned to China and was chosen provisional president of the new Republic at Nanjing in 1912.
5. He gave up the presidency in favour of the military leader Yuan Shikai to avoid civil war and to unite the country.
6. He later led the Guomindang (Kuomintang) and kept working for a republic.
OR Taiwan:
1. In 1949 Chiang Kai-shek and the Guomindang lost to the Communists and fled to Taiwan.
2. The government ruled harshly under martial law, with little political freedom.
3. Land reforms gave land to farmers and increased food output.
4. The economy industrialised with US aid and export-led growth, and Taiwan became a leading economy.
5. Education and living standards improved, and in later decades Taiwan moved towards democracy.

Teacher's Note:
1. Mention the date and the sequence: revolution, republic, handover to Yuan Shikai.
2. In the Taiwan option, show a balance between harsh rule and economic gains.

Answer: a) 1. Government, bureaucracy and industry worked closely together with strong social cohesion.
2. Japan received US support, and wars in Korea and Vietnam created demand for Japanese goods.
b) 1. The passage calls it a postwar miracle, and the 1964 Tokyo Olympics symbolised Japan's coming of age.
2. The constitution was democratised and the economy grew with US help and wartime demand.

Teacher's Note:
1. Use only ideas stated in the passage.
2. Give two clear points and no more for 2 marks.

Answer: a) Europeans thought the natives were uncivilised, since they lacked literacy, organised religion and cities.
b) 1. Neither of them was justified, because neither had actually met a native American, so both views were based on imagination.
2. Rousseau romanticised natives as a 'noble savage', and Wordsworth saw them as living in wilds with little imagination; both were stereotypes.
3. The natives had rich cultures, with farming, trade, languages and complex societies, so both views were incomplete. (Any reasoned view is accepted.)

Teacher's Note:
1. Quote the passage's definition of civilised for part a.
2. In part b, give a clear opinion and support it with one reason from the passage.